The Strange Case of Dr Jekyll & Mr Hyde · The novel, The Strange Case of Dr Jekyll and Mr Hyde is...

The Strange Case of Dr Jekyll & Mr Hyde

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The Strange Case of Dr Jekyll and Mr Hyde

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Contents page

Introduction ....................................................................................................................................................... 3

Route through week 1: Pre-reading and introducing Chapter 1

Starter activities ....................................................................................................................................................... 10

Introduction activities ............................................................................................................................... 10

Development activities .............................................................................................................................. 11

Plenary activities ....................................................................................................................................... 11

Extension activities / Preparing for assessment ....................................................................................... 12

Resources week 1 ....................................................................................................................................... 13

Route through week 2: Finishing Chapter 1 and Chapter 2 Starter activities ...................................................................................................................................................... 40

Introduction activities .............................................................................................................................. 40


Plenary activities ...................................................................................................................................... 42

Extension activities / Preparing for assessment ...................................................................................... 43

Resources week 2 ..................................................................................................................................... 44

Route through week 3: Chapters 3, 4 and 5 Starter activities ...................................................................................................................................................... 65


Development activities ............................................................................................................................. 66

Plenary activities ....................................................................................................................................... 67


Resources week 3 ..................................................................................................................................... 69

Route through week 4: Chapters 6, 7 and 8

Starter activities ...................................................................................................................................................... 94





Resources week 4 ..................................................................................................................................... 98

Route through week 5: Chapters 9, 10 and summarising

Starter activities .................................................................................................................................................... 109

Introduction activities ............................................................................................................................. 109

Development activities ............................................................................................................................ 110



Resources week 5..................................................................................................................................... 112

Route through week 6: Revision activities

Starter activities ..................................................................................................................................................... 131

Introduction activities ............................................................................................................................. 132

Development activities ............................................................................................................................ 133

Plenary activities ..................................................................................................................................... 134

Extension activities / Preparing for assessment ..................................................................................... 134

Resources week 6 .................................................................................................................................... 136



Introduction

This GCSE pack is designed as a ‘route through’ the text, with teaching ideas,

accompanying resources and suggestions for differentiation. The pack is based on core

assessment objectives for GCSE English Literature (2015) and is designed to be flexible,

creative and engaging. It contains all of the Teachit resources you need for teaching this

unit of work, many of which were specifically commissioned for this pack.

The pack has been devised for use with the English Literature AQA, Edexcel, OCR and

WJEC Eduqas specifications. There are specific resources and exam practice questions for

each of these specifications included within the pack. The activities and ideas will help

students to develop a close understanding of the text, explore its social, cultural and

historical contexts, consider Stevenson’s ideas and perspectives, and analyse his use of

language and structure. There are also suggested revision activities to enable students to

revisit the text for the exams.

The novel, The Strange Case of Dr Jekyll and Mr Hyde is composed of ten chapters, and

the pack is organised into six weekly parts. Suggested teaching ideas for each section are

structured as follows:

starter activities

introduction activities

development activities

plenary activities

extension activities

assessment preparation.

There is a wealth of activities for each section – altogether more than six weeks’ worth, in

fact! Which activities you choose, and how many you use, will depend on the nature of

your classes and how much time you have available (including whether or not you’re

having to spend class time reading the text). The intention is that you pick the activities

that are best suited to your students’ needs.

Some activities are sequential, so you might, for example, follow a starter activity on

context with the introduction, development and plenary activity on context from the same

section; alternatively, you might decide that for your students it’s more appropriate to

focus on just one or two of these activities. Other activities within each section are more

stand-alone: you’re free to decide which to use and how you’ll combine them within a

lesson or series of lessons.

Throughout the pack you’ll find activities which directly address the various English

Literature GCSE exams. To help you select activities relevant to the outcomes for which

you’re teaching, we’ve included specification grids and matched the activities outlined in

the route through to the appropriate Assessment Objectives.

The overall structure of the pack lends itself to a ‘first reading’ of the novel – in other

words, students can read Chapter 1 and work on the early activities without needing to



know the rest of the novel. If you’re approaching the pack in this way, you’ll probably want

to allow more time for week six: use some of this time to revisit earlier activities and to

explore how Stevenson ties everything together. Alternatively, if your students have been

able to read the novel in advance, you’ll be able to explore connections between characters,

themes and events and think about the significance of the novel’s structure from the start.

The activities within week six include some suggestions for revision: you may decide to

save some of these ideas and resources to return to at a later stage.

A note on editions

We’ve used the Penguin Classics 2002 edition of The Strange Case of Dr Jekyll and Mr

Hyde and Other Tales of Terror and where page numbers are included they refer to this

version.

Accessing the resources in this pack

This pack includes copies of the resources featured within it. Many of the pack’s resources

are available in adaptable formats on the Teachit website, making it easy to differentiate

the tasks by ability. Where we’ve referenced Teachit resources, we’ve also included the file

number and name in case you’d like to access it on the Teachit website. To do this, simply

pop the filename into Teachit’s search engine.

To help with navigation, there is a contents table for each week detailing which part of the

pack each resource is used in and a page number.

Our thanks go to contributor Natalie Kinrade who has written this pack and to the

following contributors whose resources are also included:

Pete Bunten, Richard Durant, Keziah Featherstone, Rose Fletcher, Lucy Meredith, Sarah

Moody, Laura Storr, Clare Suss, Annabel Wall, David Wheeldon.

We hope you enjoy using this pack. If you have any questions, please get in touch: email

[email protected] or call us on 01225 788850. Alternatively, you might like to give

some feedback for other Teachit members – you can do this by adding a comment on the 6

week teaching pack – The Strange Case of Dr Jekyll and Mr Hyde resource page on

Teachit. (Please log in to access this.)

http://www.teachit.co.uk/jekyll-and-hyde

http://www.teachit.co.uk/jekyll-and-hyde



Specification summaries

AQA GCSE English Literature

Specification: English Literature (exams in 2017) (8702)

Example papers and mark schemes: English Literature (exams in 2017) (8702)

Paper 1: Shakespeare and the 19th-century novel

Section B: The 19th-century novel (20% of GCSE mark)

External examination

Whole examination: 1 hour 45 minutes

50% of time should be devoted to responding to each question, therefore

there are approximately 50 minutes for Jekyll and Hyde.

Students will answer one question. They will be required to write in detail

about an extract from the novel and then write about the novel as a whole.

Students are not permitted to take copies of the text into the exam.

AO1

Read, understand and respond to texts.

Students should be able to:

maintain a critical style and develop an informed personal response

use textual references, including quotations, to support and illustrate

interpretations.

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.

http://filestore.aqa.org.uk/resources/english/specifications/AQA-8702-SP-2015-V1-1.PDF

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/supporting-resources/specimen-papers-and-mark-schemes



Edexcel GCSE English Literature

Specification: English Literature (exam in 2017) (1ET0)

Example papers and mark schemes: English Literature (exam in 2017) (1ET0)

Paper 2: 19th-century Novel and Poetry since 1789

Section A: 19th-century Novel (15% of GCSE mark)


Whole examination: 2 hours 15 minutes

55 minutes advised for Jekyll and Hyde question, divided equally between

parts (a) and (b).

Part (a) focuses on a close language analysis of an extract of approximately

400 words. It is marked for AO2.

Part (b) is an essay question exploring the whole text, which may focus on

one or more of the following areas: plot, setting(s), character(s), theme(s). It

is marked for AO1.


AO1

Read, understand and respond to texts




interpretations


effects, using relevant subject terminology where appropriate

http://qualifications.pearson.com/content/dam/pdf/GCSE/English%20Literature/2015/specification-and-sample-assesment/9781446914359_GCSE_2015_L12_Englit.pdf

http://qualifications.pearson.com/content/dam/pdf/GCSE/English%20Literature/2015/specification-and-sample-assesment/English-A-SAM-Literature-Collation-WEB-ISBN9781446914380.pdf



OCR GCSE English Literature

Specification: English Literature (exam in 2017) (J352)

Example papers and mark schemes: English Literature (exam in 2017) (J352)

Paper 1: Exploring modern and literary heritage texts

Section B: 19th century prose (25% of GCSE mark)


Whole examination: 2 hours

45 minutes advised for Jekyll and Hyde question.

Students should answer one question from a choice of two.

One question is extract-based, making links to the whole text. The other

question is discursive.


AO1





interpretations.




they were written.

AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect,

with accurate spelling and punctuation.

http://www.ocr.org.uk/Images/168995-specification-accredited-gcse-english-literature-j352.pdf

http://www.ocr.org.uk/Images/169188-unit-j352-01-exploring-modern-and-literary-heritage-texts-sample-assessment-materials.pdf



WJEC Eduqas GCSE English Literature

Specification: English Literature (exams in 2017)

Example papers and mark schemes: English Literature (exam in 2017)

Paper 2: Post-1914 Prose/Drama, 19th Century Prose and Unseen Poetry

Section B: 19th Century Prose (20% of GCSE mark)


Whole examination: 2 hours and 30 minutes

45 minutes advised for Jekyll and Hyde question

One extract based question


AO1





interpretations.




they were written.

http://www.eduqas.co.uk/qualifications/english-literature/gcse/WJEC%20Eduqas%20GCSE%20English%20Literature%20specification%20-%20Branded.pdf?language_id=1

http://www.eduqas.co.uk/qualifications/english-literature/gcse/wjec-eduqas-gcse-english-literature-sams-from-2015.pdf?language_id=1



A note on the following ‘Route through’

Often in the following route through, the starters, introductions and plenaries, if taken in

chronological order, combine to form a lesson. So, for example, in Week 1 you might

choose to do ‘Gothic ideas’ followed by the ‘Gothic mini saga’ and use ‘Gothic in the 21st

century’ as a plenary. In the development section there are often more ideas and you

might opt to do one activity over another. Ultimately, there should be plenty of scope for

you to select and mix-and-match as you choose!



Route through week 1

Pre-reading and introducing Chapter 1

Starter activities

1. Gothic Ideas. Whilst playing evocative spooky music (for example: Psycho Suite -

Herrmann, Night on Bald Mountain - Mussorgsky, Toccata and Fugue in D minor -

Bach, Danse Macabre - Saint-Saëns, Music for Strings, Percussion and Celesta –

Bartòk) get students to list all of the things they would expect from a Gothic or

horror story. Then encourage students to share their ideas. You may want to

ensure they have a good selection from the following list: blood, castles, curses,

concealment, corruption, death, doppelgangers/doubles, exaggerated language,

forbidden knowledge, ghosts, hauntings, imprisonment, insanity, isolation, masks,

monsters, moonlight, mystery, revenge, ruins, secrets, storms, threats, villains and

violence. Students could then use these ideas to create their own Gothic mini saga

(see below). AO3

2. Victorian London. Before researching the background of the novel, show

students a series of images linked to Victorian London using Teachit resource 24027

Reactions to Victorian London. As you do so, get students to write down their

impressions on the Word document that accompanies the PowerPoint. This is an

engaging way of immersing them in the time period and getting them to put

themselves in the position of people at the time, before doing the Research topics

activity outlined below. AO3

3. Predictions. Use Teachit resource 24028 Book cover predictions to get students

discussing their predictions for the novel. This could be done independently at first,

then built into paired or group discussion before sharing ideas as a whole class. AO1

Introduction activities

1. Gothic Mini Saga. Using the resource Gothic mini saga, challenge students to

create their own Gothic story in only 100 words. They should try to incorporate as

many of the features of Gothic stories as possible (see the starter activity above).

Once completed, students should swap their efforts and count the number of

features used. Prizes/rewards could be given for the best efforts, which could also

be read aloud (in a suitably dramatic fashion!). AO1



2. Ethics discussion. Get students discussing some of the issues explored within

The Strange Case of Dr Jekyll and Mr Hyde by using Teachit resource 10326

Ethical issues. This provides a great way of getting students engaged with concepts

such as good and evil, individual actions and secrecy. AO1

3. First introductions. Consider the characterisation of Mr Utterson by exploring a

variety of key quotations which describe him to the reader. Teachit resource 24034

Introducing Mr Utterson is ideal for this. The resource also includes prompts for

higher ability students to extend their understanding. AO1, AO2

Development activities

1. Gothic Literature: style and language. Use Teachit resource 24067 Gothic

literature – style and language, to get students exploring in more depth how Gothic

texts are written. (An interactive matching activity also accompanies this resource.)

Begin by getting students to match up the terms to the definitions, and then get

them to read the extract from Dracula, identifying where language is used and how

it affects the reader. AO2, AO3

2. Research topics. In order to develop students’ understanding of the social,

historical and cultural context of the novel, get them to create their own

presentations on relevant subjects – from crime in Victorian society, to Stevenson’s

own life. Use Teachit resource 3961 Dr Jekyll and Mr Hyde – research topics by

dividing a class into 7 groups. Each group needs to create a presentation which will

provide the rest of the class with a range of key facts, with an emphasis on making

this interesting and engaging through visual aids and method of presentation. NB

This would potentially take a lesson to prepare and then a lesson to deliver – with

some of the starter and plenary ideas used to consolidate learning. AO3

3. Story of the door. Read up to the description of the door (which then prompts

Enfield’s telling of the story introducing Mr Hyde) then pause to consider the

establishment of setting in the first chapter. Use Teachit resource 11194 Story of the

door which provides extracts students may annotate as well as a series of questions

to explore the mysterious setting. There are also some general questions that

students could answer (up to number 5). AO1, AO2

Plenary activities

1. Gothic in the 21st century. Get students to discuss what they have read or

watched which they think might be inspired by the Gothic genre and why. AO1

2. Context summary. Use Teachit resource 16995 Victorian times or use the

interactive activity to summarise students’ knowledge following their research into

the Victorian period. This includes a short summary as well as a series of true or

false statements which students can respond to. Answers are included! AO3



3. Key question. Get students to discuss the following question: ‘To what extent do

you think the opening pages of The Strange Case of Dr Jekyll and Mr Hyde

establish the novel as belonging to the Gothic genre?’. Students must decide on a

scale from 1 to 10 and justify their responses. They could do this actively – those at

the front of the classroom deciding that it isn’t Gothic at all and those at the back

deciding it is convincingly Gothic. AO1

Extension opportunities

Creative work. Students could create their own Gothic literature mood board or

collage by combining images and words linked to the Gothic. This could be done as a

homework activity, and could be combined with further research into key aspects of

Gothic fiction which are explored in The Strange Case of Dr Jekyll and Mr Hyde. This

would provide great display work too! AO2, AO3

A scary opening. Students could write their own opening to a piece of Gothic fiction,

creating atmosphere through the use of a variety of descriptive language techniques.

AO2

Stretch and challenge. Use Teachit resource 24078 Stretch and challenge with

students who aspire to the highest levels. AO1, AO2, AO3

Preparing for assessment

Chapter summaries. Students could be encouraged to begin making revision notes

on a chapter-by-chapter basis using Teachit resource 3963 Dr Jekyll and Mr Hyde –

Chapter summary table. AO1, AO2, AO3

Please find all the printable resources, as well as instructions about

how to find the interactive resources, on the following pages.



Week 1 resources

Resource Page Activity

Reactions to Victorian London (24027) 14 Starter 2

Book cover predictions (24028) 17 Starter 3

Gothic mini saga 18 Introduction 1

Ethical issues (10326) 19 Introduction 2

Introducing Mr Utterson (24034) 22 Introduction 3

Gothic literature – style and language (24067) 25 Development 1

Dr Jekyll and Mr Hyde – research topics (3961) 29 Development 2

Story of the door (11194) 30 Development 3

Victorian times (16995) 32 Plenary 2

Stretch and challenge (24078) 35 Extension opportunities

Dr Jekyll and Mr Hyde – Chapter summary table

(3963) 37 Preparing for assessment

Reactions to Victorian London (24027)


As you view the PowerPoint images from Victorian London, make a note of the four images

that spark your interest the most. Write down your reactions to them in the spaces below.

What is happening?

Imagine you are one of the

people (or objects) – what

are you thinking?

What question would you

ask about this image?

Image 1

Image 2

Image 3

Image 4

Having looked at these images, what overall impression do you have of

Victorian London?



We’ve included a screenshot of the PowerPoint slides here so you can see

the resource. To access this resource please log in to the Teachit

website and type 24027 into the search bar.

http://www.teachit.co.uk/


Book cover predictions (24028)







Gothic mini saga


Gothic mini saga

Using as many features of Gothic fiction as you can, create a 100 word Gothic mini saga.

You should have a clear beginning, middle and end and bear in mind the main function of

Gothic writing: creating and exploring fear.

Write one word per box.

Gothic features spotted

Tally: _________________________________ Total: ________

Spook-o-meter 0 1 2 3 4 5 6 7 8 9 10

0 = not scary at all, 10 = terrifying

Ethical issues (10326)


Dr Jekyll and Mr Hyde pre-reading

Get thinking about some of the issues in The Strange Case of Dr Jekyll and Mr Hyde by rating these statements on a scale of 1-10, where 1 is ‘completely disagree’ and 10 is ‘completely agree’.

Statement Mark out of

10

Pure evil does not exist in the world.

Our nature is dependent on where and how we are brought up.

Everyone has a good and an evil side of their personality.

Everything we do is for our own benefit.

You can never truly know another person.

Cities make violence and crime more likely.

People should not suppress their violent or darker impulses.

Civilisation is just a disguise for man’s primal instincts.

Everyone has it in them to kill someone else.

Keeping a secret is never beneficial.

Now think about the composition of your personality. If we were to produce a pie-chart of, say,

Ghandi’s personality and we agreed that he had no dark side, it would look like this:

Ghandi

= good

= bad



Now label this blank pie chart with the composition of a famous person (real or from fiction) of

your choice and explain your decision.

Name: ........................................................................

Explanation

Finally label this blank pie chart to show the composition your own personality.

= good

= bad

= good

= bad



We’ve included a screenshot of the interactive version here so you can see





Introducing Mr Utterson (24034)


Clear understanding: In the arrows next to the quotations, summarise what impression you are

given of Mr Utterson’s character. (NB You might also like to highlight any words you are unsure of

and discuss the meaning of these with a partner or look them up in a dictionary.)

‘a man of a rugged countenance that

was never lighted by a smile’

‘his affections, like ivy, were the

growth of time’

‘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’

‘cold, scanty and embarrassed in

discourse; backward in sentiment’

‘He was austere with himself’

‘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.’

A step further – analysis: What specific words or phrases could you zoom in on to reveal how

Stevenson uses language to suggest Mr Utterson’s character traits?

Extending and evaluating: Why might Stevenson begin the story from Utterson’s perspective?

How might this make readers respond?

Quotations refer to the Penguin Classics edition (2002).

Gothic literature – style and language (24067)


Gothic narratives

The word ‘narrative’ means a ‘spoken or written account of connected events’, in other

words – a story. It can also be used to describe the way in which the story is told.

In Gothic fiction, often writers make use of multiple narratives – meaning that more

than one viewpoint is used to develop the storyline. This can be useful as we can get

different perspectives on characters and events. These perspectives can make us question

characters rather than see them only in one way and this adds to the mystery and intrigue

that is a significant part of Gothic fiction.

Task 1: Read through the definitions below and highlight key ideas.

Narrative perspectives

First person (I) – is where the 'voice' telling the story uses the word 'I' and

therefore is often written from a characters’ perspective rather than someone

outside the story. This can allow readers to feel close to the narrator – believing we

are listening to their innermost thoughts.

Second person narrative (you) – is where the narrator refers to 'you' and talks

directly to the reader. This is rarely used in fiction (and is often found more in non-

fiction persuasive texts). Sometimes writers use it briefly rather than all the time,

and when used it can add to our feeling part of the novel – as if we are in on any

secrets. This can sometimes make us feel some responsibility too.

Third person narrative (he, she, they or it) – where the author narrates the

story using ‘he’, ‘she’, ‘they’ or ‘it’. A voice refers to people, events and situations

which they are detached from. Sometimes these narrators are quite powerful – they

can see everything that takes place and have access to everything happening. They

can provide insight into more than one character. When this is the case, they can be

described as an omniscient (all-knowing) narrator.



Task 2: Read through the language features and definitions below then match them up.

You may want to do this in pencil first! These key descriptive features are often used

within Gothic texts.

Alliteration Something inanimate (non-human) is given human

features e.g. ‘The windows winked at the street.’

Short sentences

Exaggerating language for effect (often to suggest emotion)

e.g. ‘Her heart felt like it was about to burst from her

chest.’

Evocative verbs

One thing is described as another in order to suggest

similarity without the use of ‘like’ or ‘as’ e.g. ‘The silver ball

in the sky.’

Pathetic fallacy Verbs which are well-chosen to have an impact on the

mood or atmosphere e.g. ‘crept’, ‘captured’, ‘vanquished’.

Simile The weather is used to reflect the mood of the situation or

characters e.g. rain to suggest sadness or depression.

Metaphor Often used to create pace, e.g. ‘The door slammed’.

Appealing to the senses

Two things are compared through linking words such as

‘like’ or ‘as’ e.g. ‘The moon was like a silver ball in the sky.’

Hyperbolic language

The use of sound, taste, touch, sight or smell to bring a

situation to life for readers.

Personification

Two or more words begin with the same letter or sound

close to one another e.g. ‘The bright, beautiful and busy

city.’



Task 3: Now, read the example below, taken from Bram Stoker’s Dracula. Annotate the

extract, identifying Gothic features in one colour and Gothic/descriptive language in

another.

I began to rub my eyes and pinch myself to see if I were awake. It all seemed

like a horrible nightmare to me, and I expected that I should suddenly awake,

and find myself at home, with the dawn struggling in through the windows, as I

had now and again felt in the morning after a day of overwork. But my flesh

answered the pinching test, and my eyes were not to be deceived. I was indeed

awake and among the Carpathians. All I could do now was to be patient, and to

wait the coming of morning.

Just as I had come to this conclusion I heard a heavy step approaching behind

the great door, and saw through the chinks the gleam of a coming light. Then

there was the sound of rattling chains and the clanking of massive bolts drawn

back. A key was turned with the loud grating noise of long disuse, and the great

door swung back.

Within, stood a tall old man, clean shaven save for a long white moustache, and

clad in black from head to foot, without a single speck of colour about him

anywhere. He held in his hand an antique silver lamp, in which the flame

burned without a chimney or globe of any kind, throwing long quivering

shadows as it flickered in the draught of the open door. The old man motioned

me in with his right hand with a courtly gesture, saying in excellent English, but

with a strange intonation.

"Welcome to my house! Enter freely and of your own free will!"

Dr Jekyll and Mr Hyde – research topics (3961)


Your group will be given one of the following areas to research in order to increase

your understanding of the story:

Crime in Victorian Society

London in the late 19th century

Stevenson and his life

Science in Victorian England (Darwin etc.)

Contemporary reactions to the story

Jack the Ripper and his connection with the story

Gothic literature and its influence on Stevenson’s story

You will present your findings back to the class. You may do this using some of the

following equipment or styles of presentation:

PowerPoint

A live piece of drama (re-enactments, interviews etc.)

PC/laptop

A pre-recorded piece of film

Photos/posters etc.

Everyone in your group must take an active role in the preparation and

presentation.

You must make as many direct links to the text as you can.

Make sure your information is relevant and reveals something about the context of

the story.

Story of the door (11194)


Read the description of the mysterious house and try to answer the

questions below.

‘… a certain sinister block of building …’ (p.6)

‘It was two storeys high; showed no window,

nothing but a door on the lower storey and a blind

forehead of discoloured wall on the upper; and bore

in every feature, the marks of prolonged and sordid

negligence. The door, which was equipped with

neither bell nor knocker, was blistered and

distained. Tramps slouched into the recess and

struck matches on the panels; children kept shop

upon the steps; the schoolboy had tried his knife on

the mouldings; and for close on a generation, no

one had appeared to drive away these random

visitors or to repair their ravages.’ (p.6)

‘It seems scarcely a house. There is no other door,

and nobody goes in or out of that one but, once in a

great while, the gentleman of my adventure. There

are three windows looking on the court on the first

floor; none below; the windows are always shut but

they’re clean. And then there is a chimney which is

generally smoking; so somebody must live there.

And yet it’s not so sure; for the buildings are so

packed together about that court, that it’s hard to say where one ends and another begins.’ (p.9)

1. How might the house provide clues about its occupant?

2. How is this setting typical or untypical of the gothic horror / ghost story genre?

3. Why do you think the windows are described in such a way?

4. Why might they always be shut?

5. Why do you think there is no bell or knocker on the door?

6. Sketch the house / setting and annotate it with quotations from the text.



General questions on Chapter 1

Use full sentences in your answer and quotations where appropriate.

1. What sort of character is Mr Utterson? (p. 5) Cold, scanty and embarrassed in discourse; backward in sentimnent

2. What evidence is there to suggest that Utterson has a private, hidden side? (p. 5)

drank gin when he was alone / mortify a taste for vintages

3. Who is Mr Richard Enfield? (p. 6) A distant kinsman of U / a well know man about town / sociable

4. Enfield and Utterson walk every Sunday. Describe the street that they walk down. (p. 6)

The street is small and what is called quiet.

5. How is one particular house different from the others on this street? (p. 6)

No window, no knocker, door blistered and dated

6. In your own words, explain what Enfield saw in his account of the ‘Story of the Door.’ (p. 7-8)

He saw a man trample over a young girl

7. How do the characters react to the man who trampled over the small girl? (Describe the effect he has on them.) (p. 7-8)

They confront him / horrified

8. Enfield describes the house by commenting that the windows are always shut. Why might this be a significant detail? (p. 9)

Anti-social / doesn’t want people seeing him / doesn’t want things getting in or out

9. What does Mr Hyde look like? How does Enfield describe him? (p. 10)

black sneering coolness / one look so ugly that it brought out the sweat on me

like running / not so easy to describe something evil something downright

detestable… he must be deformed

Victorian times (16995)


Teacher’s notes

1. Show students the images of life in the Victorian period. Please note that due to

copyright restrictions the images in this resource can only be accessed via the separate

PDF file. To download this file, please type 16995 into the Teachit search bar and click

on the second PDF icon.

2. Elicit possible differences between then and now.

3. Give students five minutes to read the passage and find which of those differences are

mentioned. They do not need to understand everything at this point.

4. Now give students ample time to read the passage again, and assist with any difficult

vocabulary.

5. Get students to complete the T/F questions.

6. Feed back on T/F answers and discuss any issues arising.

7. Ask students to think of ‘then’ and ‘now’ sentences comparing Victorian Britain and

present-day Britain.

Answers to T/F questions

1. The air in towns was clean in Victorian times. False

2. Children worked in factories. True

3. The factories were very safe. False

4. Victorians often had a lot of children. True

5. All Victorian houses had bathrooms. False

6. All Victorian children went to school. False

7. Teachers sometimes hit children. True

8. Rich children often played with their parents. False

9. Women could not work. False

10. Rich people had electricity. False



Britain in Victorian times

Queen Victoria was Queen of the United Kingdom from 1837–1901. This period is called the ‘Victorian era’.

The Industrial Revolution began in the Eighteenth century. When Victoria became queen, thousands of people lived in towns and worked in factories. The factories made a lot of products and Britain became very rich. However, they also made a lot of pollution so the air was very dirty. What is more, the factories were dangerous places. Children worked in them and many had accidents.

Poor families lived in small houses. The houses were crowded because families were big. People often had five or six children, or sometimes more. There were no toilets or running water in poor people’s houses. Families shared toilets and a water pump with their neighbours. Many people died of diseases such as cholera and typhoid.

Many children did not go to school and half of Victorian children could not read or write. Some children went to school but if they were naughty the teacher hit them with a stick.

Most rich children hardly ever saw their mother and father. A nanny looked after them. The parents paid her to wash, dress and play with the children. Some rich parents also paid a governess to educate their children at home.

Rich women did not go to work. They got married and stayed at home, and they had servants to do the housework. They learned to sing, play the piano and sew. Poor women cooked, cleaned and looked after their children. Some poor women also worked in factories.

There were no cars so people walked, took the train or travelled by horse and carriage. There was no electricity, but people used gas lights.

True or false?

1. The air in towns was clean in Victorian times. true / false

2. Children worked in factories. true / false

3. The factories were very safe. true / false

4. Victorians often had a lot of children. true / false

5. All Victorian houses had bathrooms. true / false

6. All Victorian children went to school. true / false

7. Teachers sometimes hit children. true / false

8. Rich children often played with their parents. true / false

9. Women could not work. true / false

10. Rich people had electricity. true / false

Write some sentences about then and now.

E.g. In Victorian times, children worked in factories. Now, children do not work. Then, no-one had TV. Now, everyone has TV. Then, there was no electricity. Now, there is electricity.

Stretch and challenge – analysing and evaluating the opening (24078)







Stretch and challenge – analysing and evaluating the opening (24078)


1. Mr Utterson says early in Chapter 1 that he inclines, ‘to Cain’s heresy […] I let my brother go to

the devil in his own way.’ Research the story of Cain and Abel.

a) What happened between the two brothers?

b) What theme does this introduce into the novel?

c) Can you find any ideas as to how this might link to the novel?

NB In answering this question you will discover ideas linked to later in the novel. Your teacher

may want you to come back to this later when you have read on.

2. Look at the passage below which describes the area where the intriguing door is found (from ‘It

chanced on one of these rambles’ to ‘pleased the eye of the passenger’). Annotate the extract,

considering:

a) what details help build a sense of atmosphere

b) which words might have positive connotations – and why

c) which words might have negative connotations – and why.

It chanced on one of these rambles that their way led them down a by-street

in a busy quarter of London. The street was small and what is called quiet,

but it drove a thriving trade on the weekdays. The inhabitants were all

doing well, it seemed and all emulously hoping to do better still, and laying

out the surplus of their grains in coquetry; so that the shop fronts stood

along that thoroughfare with an air of invitation, like rows of smiling

saleswomen. Even on Sunday, when it veiled its more florid charms and lay

comparatively empty of passage, the street shone out in contrast to its dingy

neighbourhood, like a fire in a forest; and with its freshly painted shutters,

well-polished brasses, and general cleanliness and gaiety of note, instantly

caught and pleased the eye of the passenger.

Once you have done this, answer the following question:

What impression are we initially given of Victorian London? How does the image of the

house with the door compare or contrast with this?

3. Think about your context research into the novel. What elements of the historical, social and

cultural events surrounding the writing of the novel can you see influencing Stevenson’s writing

so far? List as many ideas as you can.

Chapter summary table (3963)


Title of

Chapter

From which perspective

is the narrative told? Summary of events Why is this chapter important?

Story of the

Door

Third person narrator –

from Mr Utterson’s

viewpoint.

Mr Utterson and Enfield pass a door on one of

their walks. Enfield tells the story of an incident

he witnessed when a strange man walked over a

child.

Establishes intrigue – the unusual appearance of Mr Hyde and his

apparently heartless behaviour. Mr Utterson’s reaction to the story

also creates mystery – he appears to know this man’s name.

Search for

Mr Hyde

Dr Jekyll was

quite at ease



Title of

Chapter



The Carew

Murder Case

Incident of

the Letter

Remarkable

Incident of

Dr Lanyon



Title of

Chapter



Incident at

the Window

The Last

Night

Dr Lanyon’s

Narrative

Henry

Jekyll’s Full

Statement of

the Case




Finishing Chapter 1 and Chapter 2

Starter activities

1. Quick introduction quiz. Test students’ recollection of the opening pages with a

quick quiz. This could be done verbally or independently depending on teacher

preference. AO1

What ‘R’ is used to describe Mr Utterson? Rugged

What ‘S’ is something Mr. Utterson apparently never does? Smile

What ‘I’ is a plant used to describe the nature of Mr. Utterson’s affections?

Ivy

What ‘R’ is the first name of Mr Utterson’s friend? Richard

What ‘S’ is used to describe the building with the door? Sinister

What ‘L’ is Mr Utterson’s profession? Lawyer

What ‘O’ describes the type of story Mr Enfield is about to tell? Odd

2. Nightmares. Prior to reading the first part of Chapter 2, get students to discuss

the nightmares that they can remember. What has frightened them the most?

What do they think nightmares are? This could be introduced with the resource

Nightmares. This is quite an extended starter – the definition activity for Task 1 is

more the ‘starter’ with the following activities introducing further depth. AO1

3. Curiosity killed the cat: Get students to discuss their responses to this well-

known phrase. Is curiosity a good or bad thing? Can curiosity go too far? AO1


1. Design your own villain. Prior to reading the remainder of Chapter 1, get

students thinking about the nature of villainous characters in literature, television

and films. Get them to summarise what they think the main characteristics of

villains are before then getting them to explore the concept by creating their own

villain. They could do this entirely from their own imagination, or they could do so

by taking aspects of different well known villains to piece together their villain.

Students could be given the choice about whether to draw and annotate or to

describe their villain. Use the resource Design your own villain, to support this.

AO1, AO2, AO3



2. Reading the text. Given the dense nature of the novel’s prose, you could divide

the earlier chapters into two to make for more manageable reading within lesson

time whilst students get used to Stevenson’s style. Depending on the nature of the

class, higher ability students could read the text independently, leaving time to do

some of the extension or preparation for assessment work. Students of lower

abilities may well benefit from being read to, or approaching the text in group or

guided reading. Using summaries prior to or after reading could also help pupils’

confidence with the text. There is also a graphic novel version of the text which

might prove useful. AO1

3. Spelling strategies. Get students to come up with spelling strategies for 5 key

words linked to the novel so far. They could work independently or in groups to do

this and then share their ideas as a class. Prizes/rewards could be given for the

most inventive. AO4

4. Understanding characterisation further. Ask students how readers learn

about a character: what can a writer include to help us understand what a character

is like? Get students to mind map their ideas and then share these as a whole class.

Try to ensure through teacher questioning that students end up with the following

list: appearance, the way they treat others, the way others react to them, the way

they speak, their (implied) attitudes and beliefs. AO2


1. Mr Hyde characterisation. Get students in groups to read the story Mr Enfield

tells. Using Teachit resource 24135 Introducing Mr Hyde, get students to explore

the way in which Mr Hyde is introduced to the reader. There are three versions of

this resource for different ability students, beginning with lots of support and

finishing with a very open ended task, allowing higher ability students to make their

own quotation choices. AO1, AO2

2. Dramatic interpretation. Students can explore the incident with the young girl

(Chapter 1) using this great role play activity, which also helps them to consolidate

their knowledge of the text and develop their speaking and listening skills. Use

Teachit resource 10821 Speak to the hand to establish the characters for the role

play and give students time to rehearse before performing to the class. If you’re

tight for time, place a limit of only 3 minutes for each role play and emphasise the

importance of the quality rather than length of performance. AO1

3. Analysis questions. Once students have read the first two chapters, get them to

respond to the questions in Teachit resource 4200 Questions on chapters one and

two. This could be done individually or by giving 7 groups each a different question

to respond to before feeding back to the rest of the class. You could even give this



out as a homework sheet in order to solidify students’ understanding of the

beginning of the novel. AO1, AO2

4. Mr Utterson’s reaction. Use Teachit resource 24080 Mr Utterson’s reaction

(Chapter 2) to explore his decision to delve further into the mystery by observing

and meeting Mr Hyde for himself. This resource gets students thinking about

Utterson’s feelings and motivations. It also gets students to think about the text at

word level, grouping words into patterns and categories and exploring how

Stevenson creates mood. AO1, AO2

5. Group analysis – Mr Hyde. Divide your class into 6 or 7 groups and give each

one a key quotation about Mr Hyde, taken from Chapter 2, allowing time to develop

understanding before sharing ideas with the whole class. It’s good to get students to

do this on A3 paper so that they can annotate quickly and see the quotation easily.

Build up students’ discussion and understanding of the quotations by providing

them with the following prompt questions and allowing them a few minutes for

discussion/annotation. AO1, AO2

What does the quotation tell us about Mr Hyde?

What do you think Mr Utterson thinks about this and why?

How might readers react here?

What words would you ‘zoom in’ on to discuss further?

What do you think Stevenson was trying to achieve by describing Mr Hyde in

this way?

Plenary activities

1. Key quotations: Which three quotations do you think are most important from

the opening chapter(s) and why? AO1

2. Questions: What questions does the opening chapter leave you with? List as

many ideas as you can. AO1

3. Villainy! Get students to pair up and give them the resource Villain cards. The

students must decide on a scale from 1–10 how villainous their character is and

complete the card for Mr Hyde. This can then spur an interesting debate as to how

villainous Mr Hyde appears to be so far, and why. AO1

4. Predictions. What do you think Mr Utterson will do next? What do you think he

should do? AO1




Reputation, reputation, reputation. Encourage higher ability students to extend

their understanding by exploring the theme of reputation in the novel. A series of

relevant quotations and useful questions can be found in Teachit resource 24136

Reputation, reputation, reputation. There is also an accompanying PowerPoint for this

resource. AO1, AO2, AO3

Role on the wall. Students could work in groups or individually to create a character

profile. Half of the class could be given Mr Utterson and half the class Mr Hyde. On

large paper, they should draw around somebody to give the outline of a person. Then,

in the centre of the body, they should write words to describe the character and key

quotations. Around the body, they should write how readers respond to the character.

These could then be put up around the room and added to as students continue reading

the novel. AO1


Closed book preparation. Given that for the 2015 specifications the exams are all

closed book (albeit most with an extract to help students for part of the question) it

might be wise to get students to begin to create a quotation bank containing quotations

they think would be useful for the exam. You could do so simply by going chapter-by-

chapter, or you could give students headings for collecting relevant quotations. This,

(along with or instead of the chapter summaries) could also provide useful plenary or

homework activities. AO1

Practice exam paper. Help students to get familiar with the format of the exam

questions by showing them a practice paper and exploring an exam style question.

They can read, highlight and plan, or complete the question in full. Students could

revisit this once they have finished the whole novel, or could focus solely on the extract

response part of the question. Use the resource Practice exam 1 to help with this task.

AO1, AO2, AO3





Week 2 resources


Nightmares 45 Starter 1

Design your own villain (24352) 46 Introduction 1

Introducing Mr Hyde (24135) 48 Development 1

Speak to the hand (10821) 52 Development 2

Questions on chapters one and two (4200) 53 Development 3

Mr Utterson’s reaction (Chapter 2) (24080) 54 Development 4

Villain cards 56 Plenary 3

Reputation, reputation, reputation (24136) 57 Extension opportunities

Practice exam 1 60 Preparing for assessment

Nightmares


Task 1: Mind map the nightmares that you can remember and are willing to share.

Task 2: Draw an image linked to one of the nightmares you found most frightening. Underneath,

summarise why you think you found it so scary.

Task 3: Read through the quotations below about nightmares. Do you agree or disagree?

‘Of all the things you choose in life, you don't get to choose what your nightmares are. You don't pick them; they pick you.’ John Irving It all exists, even if it's in your mind. Who's to say that dreams and nightmares aren’t as real as the here and now? John Lennon

Task 4: Which of the statements below do you agree with?

nightmares are just a fact of life

nightmares are just the brain processing what has happened in the day

nightmares are nothing to do with the things you fear in real life

nightmares are over when you wake up

dreams and nightmares can reveal subconscious desires and fears.

Nightmares

http://www.brainyquote.com/quotes/quotes/j/johnirving602727.html?src=t_nightmares

http://www.brainyquote.com/quotes/quotes/j/johnirving602727.html?src=t_nightmares

http://www.brainyquote.com/quotes/authors/j/john_irving.html

Design your own villain (24352)


Task 1: Finish the following sentence in your own words to create a personal definition:

A villain is ..............................................................................................................................................

................................................................................................................................................................

Task 2: Look at the selection of images and quotes below, annotating them with your first

impressions in terms of the idea of villainy.

“Introduce a little anarchy, upset the established order, and

everything becomes chaos. I’m an agent of chaos…” The Joker,

Batman: The Dark Knight

“You underestimate the power of the dark side… If you will not fight,

then you will meet your destiny.” Darth Vader, The Return of the

Jedi

“Don’t you turn your back on me, Harry Potter! I want you to look at

me when I kill you! I want to see the light leave your eyes!” Lord

Voldemort, Harry Potter and the Goblet of Fire (J. K. Rowling)

“He is a genius, a philosopher, an abstract thinker. He has a brain of

the first order. He sits motionless, like a spider in the centre of its

web, but that web has a thousand radiations, and he knows well every

quiver of each of them.” Sherlock Holmes describing Professor

Moriarty, The Final Problem (Sir Arthur Conan Doyle)

Design your own villain (24352)


Task 3: Having considered the quotations above – what do you think are the five most important

traits of a villain?

1. .................................................................................................................................................

2. .................................................................................................................................................

3. .................................................................................................................................................

4. .................................................................................................................................................

5. .................................................................................................................................................

Task 4: Now, have a go at designing your own villain. You could do this entirely from your own

imagination, or you could do so by taking aspects of different well known villains to ‘collage’

together your baddie. Choose whether you wish to draw and annotate, or to write a descriptive

paragraph, for your villain. You should consider their: age, gender, profession, status, appearance,

clothing and personality.

Introducing Mr Hyde (24135)


Complete the table below which explores Mr Hyde’s introduction through the story told by Mr Enfield. Write in as much detail as you can. Some of the details have

been filled in for you.

Quotation Any techniques you can

spot? What this reveals about Mr Hyde How might readers respond?

‘I was coming home from some place at the end of the world, about three o'clock of a black winter morning, and my way lay through a part of town where there was literally nothing to be seen but lamps.’

Hyperbolic language

Pathetic fallacy

Weather - setting

Though this is describing the setting, there is often a link between setting and character. Here the darkness and lack of ability to see sinsuggests Mr Hyde will be a dark, sinister character. He might be hard to define …

Sinister / tension / curiosity about Hyde and what will happen

‘… the man trampled calmly over the child's body and left her screaming on the ground.’

evocative verbs

oxymoron Emotionless, Cruel , Ruthless, Sinister

Shocked Horrified Disgust Intrigue Anger

‘It wasn't like a man; it was like some damned Juggernaut.’

simile Powerful, inhuman, unstoppable, Demonic, Like an animal, strong

Readers might be intrigued as the description suggests Mr Hyde is extremely powerful. They might also be worried because he could use his strength to be violent.

‘He was perfectly cool and made no resistance, but gave me one look, so ugly that it brought out the sweat on me like running.’

simile Devilish, Unseeable, grotesque, Curious / why? /

‘There is something wrong with his appearance; something displeasing, something downright detestable. I never saw a man I so disliked, and yet I scarce know why.’

Repetition

Alliteration

The word ‘something’ suggests Mr Enfield cannot pinpoint exactly what makes him dislike Mr Hyde. This creates mystery and intrigue.

Anxious / why? / curiosity / mystery

Inhuman / imagine what he looks like / imagine worse than the reality

‘He must be deformed somewhere; he gives a strong feeling of deformity, although I couldn't specify the point. He’s an extraordinary-looking man, and yet I really can name nothing out of the way.’

first-person narration

repetition

Confusion over the character, not describable,

Readers might be curious and want to find out more about who Mr Hyde is.

Possible techniques:

hyperbolic language simile evocative verbs use of the senses first-person narration repetition



Complete the table below which explores Mr Hyde’s introduction through the story told by Mr Enfield. Write in as much detail as you can. Some of the details have

been filled in for you.

Quotation Any techniques you can

spot? What this reveals about Mr Hyde How might readers respond?


Though this is describing the setting, there is often a link between setting and character. Here the darkness and lack of ability to see suggests Mr Hyde will be a dark, sinister character – hard to define.



Readers might be intrigued as the description suggests Mr Hyde is extremely powerful. They might also be worried because he could use his strength to be violent.

‘He was perfectly cool and made no resistance, but gave me one look, so ugly that it brought out the sweat on me like running’

simile

‘There is something wrong with his appearance; something displeasing, something downright detestable. I never saw a man I so disliked, and yet I scarce know why.’

The word ‘something’ suggests Mr Enfield cannot pinpoint exactly what makes him dislike Mr Hyde. This creates mystery and intrigue.

‘He must be deformed somewhere; he gives a strong feeling of deformity, although I couldn't specify the point. He’s an extraordinary-looking man, and yet I really can name nothing out of the way.’

first-person narration

Want to aim even higher?

Zooming in on specific words and considering their meaning can help you develop your answers. Highlight the words you would choose to single out on the quotations in the left hand column. You could then discuss these in the ‘What this reveals’ column.



Complete the table below which explores Mr Hyde’s introduction through the story told by Mr Enfield. Some quotations have been provided, but you should also

choose some of your own which you feel help to introduce his character. To gain the highest marks, think about which words you could zoom in on to develop really

precise analysis. Complete the fourth column to achieve this.

Quotation Any techniques you can spot?

What this reveals about Mr Hyde Which words could you zoom in on to analyse

precisely?

How might readers respond?




Speak to the hand (10821)


Working in groups of five, prepare a role play based on

the events of Chapter 1.

Imagine that Mr Enfield, Mr Hyde, the little girl and her mother have been invited to a chat show

to discuss the trampling incident. In your groups you will need to allocate one person to each

character with the fifth person playing the host.

You should try not to write a script, but you might like to write some notes in preparation. You will

be asked questions by the rest of the class who will act as the show’s audience. You should try to

answer the questions in role. The characters will obviously have different views and may well fall

out with one another.

You will need to allocate roles and then work as a group to decide what each character would think

about each of the following points:

their part in the accident

their view of Mr Hyde

what they remember from the accident

any powerful words they may use

what they think should happen to Hyde

the compensation paid

Hyde’s appearance and behaviour

feelings at the time of the incident

any long term effects.

Part of the host’s role is to draw out information from unwilling or shy speakers so make sure you

have a few tricks up your sleeve, just in case.

Poster from the 1880s: This image is in the public domain.

Questions on chapter one and two (4200)


Answer these questions in your exercise books, including at least one quotation in each

answer. Use full sentences.

1) What do we find out about secrecy in Victorian society from the first chapter?

2) The locked door is a key symbol in the novel. What could it represent?

3) Why does Mr Lanyon disapprove of Dr Jekyll?

4) Dr Jekyll and Mr Utterson both have hidden pasts. What are they?

5) Find and explain three quotations depicting urban London as a sombre and

threatening place.

6) What effect does Mr Hyde have on other characters?

7) Mr Utterson is a complicated man. Use the first three paragraphs to find three

contradictions in his character. (An example could be that he likes the theatre,

but he never goes.)

Extension question: Think back on Stevenson’s contemporaries Darwin and Freud.

Can you find anything in the first two chapters that suggests their influence? (Hint: look at

the depiction of Hyde and what happens to Utterson after he meets Lanyon).

------------------ -----------------------------------------------------------------------------------

Answer these questions in your exercise books, including at least one quotation in each

answer. Use full sentences.

1) What do we find out about secrecy in Victorian society from the first chapter?

2) The locked door is a key symbol in the novel. What could it represent?

3) Why does Mr Lanyon disapprove of Dr Jekyll?

4) Dr Jekyll and Mr Utterson both have hidden pasts. What are they?

5) Find and explain three quotations depicting urban London as a sombre and

threatening place.

6) What effect does Mr Hyde have on other characters?

7) Mr Utterson is a complicated man. Use the first three paragraphs to find three

contradictions in his character. (An example could be that he likes the theatre,

but he never goes.)

Extension question: Think back on Stevenson’s contemporaries Darwin and Freud.

Can you find anything in the first two chapters that suggests their influence? (Hint: look at

the depiction of Hyde and what happens to Utterson after he meets Lanyon).

Mr Utterson’s reaction (Chapter 2) (24080)


Task 1

How do you think Mr Utterson feels after hearing his friend’s story – especially given that he has a

loose connection to it (he wrote the will of a client – Dr Jekyll – who has left all his possessions to

Mr Hyde)? List as many ideas as you can.

Task 2

After reading the first part of Chapter 2 (up until the paragraph ending ‘a spirit of enduring

hatred’), explore Stevenson’s language use through the following activity.

The following list of words comes from two paragraphs in Chapter 2 of Dr Jekyll and Mr Hyde (the

opening paragraph, and the one beginning ‘Six o’clock struck on the bells...’)

Create as many categories as you need to sort these words into groups, using the table on page 2.

Some words have been put into a group as an example.

You can label the groups as you wish, e.g. mood or action words.

You can put a word into more than one category if you wish.

Words:

absence apace asleep baffled behold burthen business

candle child church city clock clouded crush

curiosity custom customary darkness dead decease definite

delay detestable digging dinner disappearance dizziness document

dreaming dreams enduring engaged enslaved evening examined

eyesore features fiend figure fire glide grew

gross hatred haunted home house ignorance imagination

insubstantial intellectual Juggernaut knowledge labyrinths melted mercy

mists mysterious mystery night nocturnal obligation offended

power private problem rang reading reason regardless

rich running safe sane screaming screams seeing

shifting sleeping smiling soberly sombre spirits sprang

startling stealthily strange strong sudden Sunday swiftly

things trod twelve unexplained

Task 3

Discuss – What can you infer from some of these patterns/categories? What mood is

created by Stevenson here? How do you think Mr Utterson feels? Are any categories

particularly ‘Gothic’?

Mr Utterson’s reaction (Chapter 2) (24080)


Table for Task 2

Action words

digging

glide

grew

running

screaming

shifting

sprang

trod

Villain cards


The White Witch — The Lion, Witch and the Wardrobe

She is immortal

She forces Narnia into an endless winter

She stops Christmas from ever happening

She is manipulative

She can appear pleasant, enticing others with gifts and false promises

Mark /10

Sauron — The Lord of the Rings

He creates an army in order to destroy others and gain power

He is power-hungry and desperate to obtain the powerful ring – at any cost

He imprisons Gandalf (a good wizard who rejects evil)

He is cruel to his servants

He can use powerful magic

Mark /10

The Joker — Batman

A criminal mastermind

Often desires to destroy those in power

Familiar with murder, theft and terrorism

Craves attention (especially from Batman)

Lacks empathy and a conscience

Mark /10

Voldemort — Harry Potter Series

Leader of the Death Eaters — a group of evil wizards

Wants power over both non-magical and magical worlds

So evil people refuse to use his name

Desires revenge on Harry Potter (the only person he has been unable to kill)

He seems to enjoy inflicting pain on others

Mark /10

Mrs Trunchbull

Hates children so much she denies ever being one

Feels no remorse

A tyrant — she is obsessed with keeping her power

She is a strict and cruel disciplinarian

Locks children up in ‘the chokey’ (a nail filled cupboard) for punishment

Mark /10

Mr Hyde

Mark /10

Reputation, reputation, reputation (24136)


Reputation is introduced as a key theme in Mr Enfield’s story in two key ways. Firstly, he is able to

bribe Mr Hyde, knowing that should he spread a ‘scandal’ about the situation with the young girl

Mr Hyde’s reputation will be ruined — they could ‘make his name stink’. Secondly, Utterson and

Enfield discuss the concept of gossip and prying into other people’s business and decide it is a bad

thing.

Task 1: Look through the following quotations from the novel. What do they reveal about

the idea of reputation? Annotate with your ideas.

“I am ashamed of my long tongue. Let us make a bargain never to refer to this

again.”

“I feel very strongly about putting questions; it partakes too much of the style

of the day of judgment. You start a question, and it’s like starting a stone. You

sit quietly on the top of a hill; and away the stone goes, starting others; and

presently some bland old bird (the last you would have thought of) is knocked

on the head in his own back garden and the family have to change their name.”

‘“I am naturally helpless. No gentleman but wishes to avoid a scene,” says he.’

‘“And for all that,” continued the lawyer, “there’s one point I want to ask: I

want to ask the name of that man who walked over the child.”’

‘Reputation, reputation, reputation! Oh, I have lost my reputation! I have lost the

immortal part of myself, and what remains is bestial.’ (Cassio)

From Shakespeare’s Othello



Task 2: Answer the following questions:

1) What contradictions are there in Mr Utterson’s speech and behaviour in the first few

chapters?

2) Why is Mr Utterson an effective choice for the narrative perspective given your above

answer?

3) The importance of reputation often leads to characters keeping secrets — either for

themselves or on behalf of others. Why is secrecy an effective theme for readers? How

might keeping secrets make the novel more dramatic?

Task 3: You might want to do some research into:

a) the importance of upholding a respectable reputation in Victorian society and/or

b) the theme of reputation in the novel as a whole.

Be aware that in doing part (b) you may well discover facts about the end of the

novel. Check with your teacher before completing it!

Practice exam 1


AQA-style question

Robert Louis Stevenson: The Strange Case of Dr Jekyll and Mr Hyde

Read the following extract from Chapter 2 and then answer the question that follows.

In this extract Mr Utterson has sought out Mr Hyde and introduces himself.

From that time forward, Mr Utterson began to haunt the door in the bystreet of shops. In the morning before office hours, at noon when business was plenty and time scarce, at night under the face of the fogged city moon, by all lights and at all hours of solitude or concourse, the lawyer was to be found on his chosen post.

“If he be Mr Hyde,” he had thought, “I shall be Mr Seek.” 5

And at last his patience was rewarded. It was a fine dry night; frost in the air; the streets as clean as a ballroom floor; the lamps, unshaken by any wind, drawing a regular pattern of light and shadow. By ten o’clock, when the shops were closed, the bystreet was very solitary and, in spite of the low growl of London from all round, very silent. Small sounds carried far; domestic sounds out of the houses were clearly 10 audible on either side of the roadway; and the rumour of the approach of any passenger preceded him by a long time. Mr Utterson had been some minutes at his post, when he was aware of an odd, light footstep drawing near. In the course of his nightly patrols, he had long grown accustomed to the quaint effect with which the footfalls of a single person, while he is still a great way off, suddenly spring out distinct 15 from the vast hum and clatter of the city. Yet his attention had never before been so sharply and decisively arrested; and it was with a strong, superstitious prevision of success that he withdrew into the entry of the court.

The steps drew swiftly nearer, and swelled out suddenly louder as they turned the end of the street. The lawyer, looking forth from the entry, could soon see what manner of 20 man he had to deal with. He was small and very plainly dressed, and the look of him, even at that distance, went somehow strongly against the watcher's inclination. But he made straight for the door, crossing the roadway to save time; and as he came, he drew a key from his pocket like one approaching home.

Mr Utterson stepped out and touched him on the shoulder as he passed. “Mr Hyde, I 25 think?”

Mr Hyde shrank back with a hissing intake of the breath. But his fear was only momentary; and though he did not look the lawyer in the face, he answered coolly enough: “That is my name. What do you want?”

“I see you are going in,” returned the lawyer. “I am an old friend of Dr Jekyll’s — Mr 30 Utterson of Gaunt Street — you must have heard my name; and meeting you so conveniently, I thought you might admit me.”

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 novel as a whole. [30 marks]

Practice exam 1


Edexcel-style question

Use this extract to answer Question 1.

Dr Jekyll and Mr Hyde: R L Stevenson

From ‘Search for Mr Hyde’ – Mr Utterson seeks out Mr Hyde and introduces himself.

From that time forward, Mr Utterson began to haunt the door in the bystreet of shops. In the morning before office hours, at noon when business was plenty and time scarce, at night under the face of the fogged city moon, by all lights and at all hours of solitude or concourse, the lawyer was to be found on his chosen post.

“If he be Mr Hyde,” he had thought, “I shall be Mr Seek.”

And at last his patience was rewarded. It was a fine dry night; frost in the air; the streets as clean as a ballroom floor; the lamps, unshaken by any wind, drawing a regular pattern of light and shadow. By ten o’clock, when the shops were closed, the bystreet was very solitary and, in spite of the low growl of London from all round, very silent. Small sounds carried far; domestic sounds out of the houses were clearly audible on either side of the roadway; and the rumour of the approach of any passenger preceded him by a long time. Mr Utterson had been some minutes at his post, when he was aware of an odd, light footstep drawing near. In the course of his nightly patrols, he had long grown accustomed to the quaint effect with which the footfalls of a single person, while he is still a great way off, suddenly spring out distinct from the vast hum and clatter of the city. Yet his attention had never before been so sharply and decisively arrested; and it was with a strong, superstitious prevision of success that he withdrew into the entry of the court.

The steps drew swiftly nearer, and swelled out suddenly louder as they turned the end of the street. The lawyer, looking forth from the entry, could soon see what manner of man he had to deal with. He was small and very plainly dressed, and the look of him, even at that distance, went somehow strongly against the watcher's inclination. But he made straight for the door, crossing the roadway to save time; and as he came, he drew a key from his pocket like one approaching home.

Mr Utterson stepped out and touched him on the shoulder as he passed. “Mr Hyde, I think?”

Mr Hyde shrank back with a hissing intake of the breath. But his fear was only momentary; and though he did not look the lawyer in the face, he answered coolly enough: “That is my name. What do you want?”

“I see you are going in,” returned the lawyer. “I am an old friend of Dr Jekyll’s — Mr Utterson of Gaunt Street — you must have heard my name; and meeting you so conveniently, I thought you might admit me.”

Practice exam 1


Question 1 – Dr Jekyll and Mr Hyde

1 (a) Explore how Stevenson creates suspense and tension in this extract.

Give examples from the extract to support your ideas.

(20)

(b) In this extract, a strong sense of intrigue is created.

Explain why intrigue is important elsewhere in the novel.

In your answer you must consider:

different intriguing/tense moments

how important they are.

(20)

(Total for Question 1 = 40 marks)

Practice exam 1


OCR-style question

Choose ONE question.

You are advised to spend about 45 minutes on this question.

EITHER

1) Explore how Stevenson creates suspense and tension, in this extract and elsewhere in the novel.

[40] In this extract, Mr Utterson seeks out Mr Hyde and introduces himself.

And at last his patience was rewarded. It was a fine dry night; frost in the air; the streets as clean as a ballroom floor; the lamps, unshaken by any wind, drawing a regular pattern of light and shadow. By ten o’clock, when the shops were closed, the bystreet was very solitary and, in spite of the low growl of London from all round, very silent. Small sounds carried far; domestic sounds out of the houses were clearly audible on either side of the roadway; and the rumour of the 5 approach of any passenger preceded him by a long time. Mr Utterson had been some minutes at his post, when he was aware of an odd, light footstep drawing near. In the course of his nightly patrols, he had long grown accustomed to the quaint effect with which the footfalls of a single person, while he is still a great way off, suddenly spring out distinct from the vast hum and clatter of the city. Yet his attention had never before been so sharply and decisively arrested; and it was 10 with a strong, superstitious prevision of success that he withdrew into the entry of the court.

The steps drew swiftly nearer, and swelled out suddenly louder as they turned the end of the street. The lawyer, looking forth from the entry, could soon see what manner of man he had to deal with. He was small and very plainly dressed, and the look of him, even at that distance, went somehow strongly against the watcher's inclination. But he made straight for the door, 15 crossing the roadway to save time; and as he came, he drew a key from his pocket like one approaching home.


Mr Hyde shrank back with a hissing intake of the breath. But his fear was only momentary; and though he did not look the lawyer in the face, he answered coolly enough: “That is my 20 name. What do you want?”

“I see you are going in,” returned the lawyer. “I am an old friend of Dr Jekyll’s — Mr Utterson of Gaunt Street — you must have heard my name; and meeting you so conveniently, I thought you might admit me.”

OR 2) ‘Stevenson’s description is more effective at creating tension than narrating the actual events

that occur in the novel.’ How far do you agree with this view?

Explore at least two moments from the novel to support your ideas. [40]

Practice exam 1


WJEC Eduqas style question



You should use the extract below and your knowledge of the whole novel to answer this

question.

Write about how suspense is created at different points in the novel.

In your response you should:

refer to the extract and the novel as a whole;

show your understanding of characters and events in the novel;

refer to the contexts of the novel.

[40]

And at last his patience was rewarded. It was a fine dry night; frost in the air; the streets as

clean as a ballroom floor; the lamps, unshaken by any wind, drawing a regular pattern of light

and shadow. By ten o’clock, when the shops were closed, the bystreet was very solitary

and, in spite of the low growl of London from all round, very silent. Small sounds carried far;

domestic sounds out of the houses were clearly audible on either side of the roadway; and

the rumour of the approach of any passenger preceded him by a long time. Mr Utterson had

been some minutes at his post, when he was aware of an odd, light footstep drawing near.

In the course of his nightly patrols, he had long grown accustomed to the quaint effect with

which the footfalls of a single person, while he is still a great way off, suddenly spring out

distinct from the vast hum and clatter of the city. Yet his attention had never before been so

sharply and decisively arrested; and it was with a strong, superstitious prevision of success

that he withdrew into the entry of the court.

The steps drew swiftly nearer, and swelled out suddenly louder as they turned the end of the

street. The lawyer, looking forth from the entry, could soon see what manner of man he had

to deal with. He was small and very plainly dressed, and the look of him, even at that

distance, went somehow strongly against the watcher’s inclination. But he made straight to

the door, crossing the roadway to save time; and as he came, he drew a key from his pocket

like one approaching home.


Mr Hyde shrank back with a hissing intake of the breath. But his fear was only momentary;

and though he did not look the lawyer in the face, he answered coolly enough: “That is my

name. What do you want?”

“I see you are going in,” returned the lawyer. “I am an old friend of Dr Jekyll’s — Mr Utterson

of Gaunt Street — you must have heard my name; and meeting you so conveniently, I

thought you might admit me.”




Chapters 3, 4 and 5

Starter activities

1. An effective detective? In some ways, The Strange Case of Dr Jekyll and Mr

Hyde can be considered a precursor to the detective fiction genre. Get students to

consider what qualities an effective detective should have, listing or mind mapping

these. You could show a short clip from Poirot or Sherlock Holmes to demonstrate

some of these values. Once summarised, get students to discuss the extent to which

Mr Utterson is a ‘typical’ detective. Ask them to keep returning to this question as

they explore the chapters this week. They could then revisit this once they have

finished reading Chapter 5 and at further points in the novel too. AO2, AO3

2. The moon in literature. Perhaps with the help of some evocative images (to set

the mood), ask students what words they would use to describe the moon and what

they associate with the moon. Ask students, ‘Why do you think the moon is often

referred to in frightening texts?’ Ask students to share their ideas and elicit some,

or all, of the following:

the moon as illuminating the night sky. (In Chapter 4 it provides the light by

which the maid is able to watch the murder.)

the moon as being associated with the destructive actions of dangerous /

supernatural creatures such as werewolves. (We are about to witness a brutal

killing by an almost inhuman presence.)

the moon as being associated with madness (lunar – lunatic) …

and the moon being associated with change (waxing and waning – possibly a

hint at the change which occurs within Dr Jekyll). AO2

3. Freewriting – the laboratory. To get students to consider what kind of

environment a laboratory could be, ask them to do a free-writing exercise. This is

where they must write continuously without paying attention to spelling or

grammar, just going with their gut instinct, without pausing. This can be done with

no prompts at all. However, in this instance, you might like to give students a

starting phrase to help them to focus their work on the setting of the laboratory (in

order to facilitate later discussions about setting in The Strange Case of Dr Jekyll

and Mr Hyde). You could use one of the following phrases: ‘The laboratory was

dark …’, ‘The doctor’s laboratory was …’, ‘Once inside the laboratory he could see …’,

‘The atmosphere inside the laboratory was …’. This is a good ‘way-in’ to Chapter 5.

AO1




1. Dr Jekyll recap. Before reading Chapter 3, get students to consider what we

know about Dr Jekyll so far in terms of listing their ideas. They could then consider

what we know that is fact and what we know that is potentially affected by Mr

Utterson’s opinion. AO1

2. Violence in Chapter 4. Get students to consider how Stevenson engages readers

through the depiction of violent events at the start of Chapter 4 by annotating the

extract and answering the questions afterwards. Teachit resource 24144 Carew

colour coding, suggests areas to highlight as well as three follow-on questions

considering both language and structure. AO1, AO2

3. Laboratory follow-on. Following the free-writing exercise above, get students to

share their ideas and create a class mind-map considering what they expect of a

laboratory setting. Then ask the following questions: ‘Why is science so often a

feature of horror/Gothic texts?’ ‘What other literature/films do you know that make

this link between science and horror?’ AO3


1. Jekyll and Hyde. After reading Chapter 3, use Teachit resource 24157 An odd

relationship to explore Jekyll’s first appearance in the novel and how the reader

responds to the way he talks about Mr Hyde. AO1, AO2

2. Key quotation consequences. Students can explore a series of quotations from

Chapter 4 by completing this analysis consequences activity. Give each student a

sheet of lined paper and either allow them to choose, or provide them with key

quotations, from Chapter 4. Students should then follow the series of prompts

below; passing their work on between each instruction just like you would in a game

of consequences. This can then provide a good opportunity for discussion about

writing and developing exam answers. Often students find that if they choose a

quote without much potential, this makes things quite difficult, but that by breaking

the analysis down into sections, it can also help students find the process more

manageable. The prompts with (H) below are more suited to higher ability

students. AO1, AO2

What is happening in this quotation?

What language techniques or important/evocative words can you identify

here?

Is there any hidden or suggested meaning here?



Does your quotation develop character or atmosphere in any way? If so,

how?

How might readers respond to this quotation?

How does this quotation show development or contrast from earlier aspects

of the novel? (H)

How does this quotation develop key concepts or themes in the novel? (H)

3. Dr Jekyll: a criminal? Explore Dr Jekyll’s potential criminal nature through

using Teachit resource 20546 Discussion questions. You could divide your class

into 4 and give each group a different question to discuss and make notes on before

feeding back to the class. Alternatively, students could answer these questions

independently before doing pair, group, and share activities. AO1

4. Analysing Chapter 5. This great resource – Teachit resource 19122 Analysis of

‘Incident of the letter’ (Chapter 5) – can be used to explore a range of issues, along

with some helpful activities which get students to consider Stevenson’s language

choices. The setting of the laboratory, ideas linked to atmosphere and the changing

description of Dr Jekyll from Chapter 3 to Chapter 5 are all considered within the

resource. AO2

Plenary activities

1. Bingo! Once you’ve studied Chapter 3, use Teachit resource 8956 Bingo! (Chapters

1-3) to help students consolidate their understanding of the text so far. This

resource contains an excellent range of questions to test their knowledge. AO2

2. Structure – key question. In the novel’s time frame, there’s a gap of two weeks

between Chapters 2 and 3 and a whole year between Chapters 3 and 4. Why might

Stevenson have chosen to create such large gaps within events in the story? What

effect does this have on readers? AO2

3. Mr Utterson – the detective role. Challenge higher ability students to explore

how far Mr Utterson can be considered as fulfilling the role of a typical detective

within the novel, using the resource The detective role? Students should tick the

statements they agree with and might also like to revisit these during their reading

of the novel. AO1




Theme exploration. Get students to consider key themes such as nature, science,

the supernatural and the unexplained. They could research the topics online (this may

well reveal the novel’s twist) and/or could simply mind map ideas that have been

presented in the novel so far. AO1

Silence, Secrecy and Style. To extend higher ability students’ understanding, use

Teachit resource 24159 Silence, secrecy and style – developing themes in the novel.

This resource takes an integrated approach in terms of focusing on how the novel’s

setting creates an air of silence and secrecy and then encourages students to focus on

the narrative style of the novel. AO1, AO2


Analytical paragraphs. At this half way stage it would perhaps be worthwhile re-

visiting analytical skills students will use when responding to the examination

questions – for example how to write analytical paragraphs. Though many of the

resources included in the pack so far get students to achieve AO2 informally, students

may well need to be taught or reminded about how to structure paragraphs. There are

a number of acronyms which can be used to help break down this skill, the most

straightforward being PEE. Higher ability students may well benefit from considering

extended versions of this, for example PETER (Point, Evidence, Term, Explore the

effects, Relate) or PEACE (Point, Evidence, Analysis, Context, Effect). Use the resource

Structuring analytical paragraphs, to help support teaching these strategies. AO1, AO2

Further analysis work. Teachit has a range of other resources linked to the PEE

structure. Either of the following might be useful to help develop the teaching of this

skill:

21741 Evaluating a PEE paragraph

3662 PEE Mobile

AO1, AO2





Week 3 resources


Carew colour coding (24144) 70 Introduction 2

An odd relationship (24157) 72 Development 1

Discussion questions (20546) 73 Development 3

Analysis of ‘Incident of the letter’ (Chapter 5)

(19122) 74 Development 4

Bingo! (Chapters 1-3) (8956) 77 Plenary 1

The detective role? 80 Plenary 3

Silence, secrecy and style – developing themes in

the novel (24159) 81 Extension opportunities

Structuring analytical paragraphs 84 Preparing for assessment

Evaluating a PEE paragraph (21741) 90 Preparing for assessment

PEE Mobile (3662) 91 Preparing for assessment

Carew colour coding (24144)


Task 1

Before exploring the meaning in more detail, read and colour code the opening two

paragraphs of Chapter 4 (on the following page) to consider how Stevenson develops

atmosphere and characterisation.

Colour key:

words which display violence

words which link to the Gothic

words which suggest emotions

words which suggest innocence/vulnerability

Task 2

Answer the following questions:

1. How does our perspective of Mr Hyde change as a result of this passage?

2. Which quotation do you think best creates tension for readers and why?

3. How does this compare with events in Chapter 3? Why is this a clever way for

Stevenson to structure his novel?

4. If this was a passage from the exam (it would usually be a bit shorter than this) —

what do you think the question focus would be likely to be?

NB the extract is taken from the Penguin Classics 2002 edition of the text.

Carew colour coding (24144)


The opening two paragraphs of Chapter 4

Nearly a year later, in the month of October, 18—, London was startled by a crime of singular

ferocity and rendered all the more notable by the high position of the victim. The details were few

and startling. A maidservant living alone in a house not far from the river, had gone upstairs to bed

about eleven. Although a fog rolled over the city in the small hours, the early part of the night was

cloudless, and the lane, which the maid’s window overlooked, was brilliantly lit by the full moon. It

seems she was romantically given, for she sat down upon her box, which stood immediately under

the window, and fell into a dream of musing. Never (she used to say, with streaming tears, when

she narrated that experience), never had she felt more at peace with all men or thought more

kindly of the world. And as she so sat she became aware of an aged and beautiful gentleman with

white hair, drawing near along the lane; and advancing to meet him, another and very small

gentleman, to whom at first she paid less attention. When they had come within speech (which was

just under the maid’s eyes) the older man bowed and accosted the other with a very pretty manner

of politeness. It did not seem as if the subject of his address were of great importance; indeed, from

his pointing, it sometimes appeared as if he were only inquiring his way; but the moon shone on his

face as he spoke, and the girl was pleased to watch it, it seemed to breathe such an innocent and

old-world kindness of disposition, yet with something high too, as of a well-founded self-

content. Presently her eye wandered to the other, and she was surprised to recognize in him a

certain Mr Hyde, who had once visited her master and for whom she had conceived a dislike. He

had in his hand a heavy cane, with which he was trifling; but he answered never a word, and

seemed to listen with an ill-contained impatience. And then all of a sudden he broke out in a great

flame of anger, stamping with his foot, brandishing the cane, and carrying on (as the maid

described it) like a madman. The old gentleman took a step back, with the air of one very much

surprised and a trifle hurt; and at that Mr Hyde broke out of all bounds and clubbed him to the

earth. And next moment, with ape-like fury, he was trampling his victim under foot and hailing

down a storm of blows, under which the bones were audibly shattered and the body jumped upon

the roadway. At the horror of these sights and sounds, the maid fainted.

It was two o’clock when she came to herself and called for the police. The murderer was gone long

ago; but there lay his victim in the middle of the lane, incredibly mangled. The stick with which the

deed had been done, although it was of some rare and very tough and heavy wood, had broken in

the middle under the stress of this insensate cruelty; and one splintered half had rolled in the

neighbouring gutter — the other, without doubt, had been carried away by the murderer. A purse

and a gold watch were found upon the victim; but no cards or papers, except a sealed and stamped

envelope, which he had been probably carrying to the post, and which bore the name and address

of Mr Utterson.

An odd relationship (24157)







Discussion questions (20546)


Chapter five: Incident of the Letter

‘“What!” he thought. “Henry Jekyll forge for a murderer!” And his blood ran cold in his

veins.’

In groups, discuss what Mr Utterson has just found out about Dr Jekyll and the potential

forgery he has undertaken. Below are several ideas and topics to discuss. Be ready to

share your thoughts and ideas with the rest of the class, and find textual evidence to

support your points.

1. How does Mr Utterson react to this news? What is the ‘ticklish decision’ he has to

make? If you were in Mr Utterson’s situation, what would you do and why?

2. What does the description of Dr Jekyll in this chapter suggest about his character?

How does he behave with Utterson?

3. Dr Jekyll appears disturbed in this chapter. Do you think this is the result of Mr

Hyde’s influence over Dr Jekyll, or due to Dr Jekyll’s wish to help Mr Hyde? Explore

both possibilities and analyse the different viewpoints.

4. What would you do if you were in Dr Jekyll’s situation? Why would you do this?

What are the advantages and disadvantages of doing this?

Chapter five: Incident of the Letter

‘“What!” he thought. “Henry Jekyll forge for a murderer!” And his blood ran cold in his

veins.’

In groups, discuss what Mr Utterson has just found out about Dr Jekyll and the potential

forgery he has undertaken. Below are several ideas and topics to discuss. Be ready to

share your thoughts and ideas with the rest of the class, and find textual evidence to

support your points.

1. How does Mr Utterson react to this news? What is the ‘ticklish decision’ he has to

make? If you were in Mr Utterson’s situation, what would you do and why?

2. What does the description of Dr Jekyll in this chapter suggest about his character?

How does he behave with Utterson?

3. Dr Jekyll appears disturbed in this chapter. Do you think this is the result of Mr

Hyde’s influence over Dr Jekyll, or due to Dr Jekyll’s wish to help Mr Hyde? Explore

both possibilities and analyse the different viewpoints.

4. What would you do if you were in Dr Jekyll’s situation? Why would you do this?

What are the advantages and disadvantages of doing this?

Analysis of ‘Incident of the letter’ (Chapter 5) (19122)


Task one

Read the passage below.

It was late in the afternoon, when Mr Utterson found his way to Dr Jekyll's door,

where he was at once admitted by Poole, and carried down by the kitchen offices and

across a yard which had once been a garden, to the building which was indifferently

known as the laboratory or the dissecting rooms. The doctor had bought the house

from the heirs of a celebrated surgeon; and his own tastes being rather chemical than

anatomical, had changed the destination of the block at the bottom of the garden. It

was the first time that the lawyer had been received in that part of his friend’s

quarters; and he eyed the dingy windowless structure with curiosity, and gazed round

with a distasteful sense of strangeness as he crossed the theatre, once crowded with

eager students and now lying gaunt and silent, the tables laden with chemical

apparatus, the floor strewn with crates and littered with packing straw, and the light

falling dimly through the foggy cupola. At the further end, a flight of stairs mounted

to a door covered with red baize; and through this, Mr Utterson was at last received

into the doctor’s cabinet. It was a large room, fitted round with glass presses,

furnished, among other things, with a cheval-glass and a business table, and looking

out upon the court by three dusty windows barred with iron. The fire burned in the

grate; a lamp was set lighted on the chimney shelf, for even in the houses the fog

began to lie thickly; and there, close up to the warmth, sat Dr Jekyll, looking deadly

sick. He did not rise to meet his visitor, but held out a cold hand and bade him

welcome in a changed voice.

Task two

Now examine the way Stevenson has created a negative atmosphere in Chapter 5 by

completing the table below with relevant quotations and language analysis.

Things that point towards a negative

atmosphere Quotation

Language technique used and its effect

(e.g. simile, strong verb, alliteration, repetition, visual imagery, personification, colour imagery

etc.)

The contrast between the way the laboratory used to be and the way it is now.

once crowded with eager students

and now lying gaunt and silent Contrasting adjectives

Show the differences between then and now – seeing how it is now a negative way

The dull description of the light.

falling dimly through the foggy cupola

Adverb, alliteration

Helps to create the atmosphere



Things that point towards a negative

atmosphere Quotation

Language technique used and its effect

(e.g. simile, strong verb, alliteration, repetition, visual imagery, personification,

colour imagery etc.)

The dirtiness/messiness of the room.

the floor strewn with crates and littered with packing straw

three dusty windows

dingy windowless structure

Visual imagery

Adjectives

Powerful verbs

Helps to create tension through the visual imagery, as room looks like it has been ransacked

The references to the fog.

foggy cupola

for even in the houses the fog began to lie thickly

Weather used to create atmosphere – pathetic fallacy

The claustrophobic/ secretive/prison-like descriptions of the room.

by three dusty windows barred with iron

dingy windowless structure

Adjectives – visual imagery

Again creates a stale atmosphere of isolation for the reader

The description of Jekyll himself.

Jekyll, looking deadly sick. He did not rise to meet his visitor, but held out a cold hand and bade him welcome in a changed voice.

Adjectives

Powerful verbs

Give us an impression that Jekyll is not well – he is ‘changed’

Task three

Using the quotations that you have found above, answer the following question:

How does Stevenson create a sense of foreboding (a feeling that

something bad will happen) in the opening of ‘Incident of the letter’?

When answering this question think carefully about how specific words or phrases create a

sense of apprehension. Are techniques such as simile, repetition or alliteration used to

emphasise these feelings?



Task four

Look at the table below and read the descriptions of Dr Jekyll taken from ‘Dr Jekyll was

quite at ease’ (Chapter 3). Now complete the Chapter 5 column using quotations about

Jekyll taken from this chapter.

Chapter 3 Chapter 5

‘a large, well-made, smooth-faced man of fifty’

‘a slyish cast ... but every mark of capacity and kindness’

‘a sincere and warm affection’ (for Mr Utterson)

‘large handsome face’

What do these changes seem to imply about the consequences of keeping secrets?

Task five

Make a list of all the hints that show there is something doubtful about Dr Jekyll’s

descriptions of the events in ‘Incident of the letter’ (Chapter 5).

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

Bingo! (Chapters 1-3) (8956)


Cut out the bingo grids (there are 10), copy as necessary and distribute to your students.

Lawyer Utterson

Sawbones London

Enfield Door

Juggernaut Imagery

Sunday Damon and Pythias

Dr Fell Hyde

Dr Lanyon Jekyll

Henry/Harry Will

Troglodytic Secrecy

Cheque Harpies

Atmosphere Gothic

Poole Servant

Dwarfish Soho

Holograph Apothecary

Trampled Lawyer



Hissing Child

Edward Lawyer

Utterson Door

Sunday London

Jekyll Will

Dwarfish Child

Holograph Edward

Harpies Troglodytic

Imagery Enfield

Poole Sawbones

Hissing Soho

Utterson Dwarfish

Lawyer Jekyll

Holograph Will

Harpies Sunday



Bingo statements and answers

1. The job of Gabriel Utterson. LAWYER

2. First name is Henry. His friend Gabriel Utterson is worried about him. JEKYLL

3. The mood which dominates a piece of writing. ATMOSPHERE

4. Dr Jekyll’s servant. POOLE

5. Poole serves Jekyll in this manner. He is a… SERVANT

6. Adjective used to describe Hyde, suggesting that he is small and deformed. DWARFISH

7. A seedy part of London where Hyde says he can be contacted. SOHO

8. Verb used to describe how Hyde speaks. Has serpentine connotations. HISSING

9. Enfield narrates a tale in which he witnesses Hyde trampling over a… CHILD

10. Hyde’s first name. EDWARD

11. A document written entirely in the handwriting of the person whose signature it carries. HOLOGRAPH

12. A chemist. APOTHECARY

13. What Hyde did to the small girl? TRAMPLED her.

14. Adjective to describe the type of horror used in this novella. GOTHIC

15. First name and nickname of Dr Jekyll. HENRY / HARRY

16. Utterson is keeping this legal document for Dr Jekyll. WILL

17. Adjective to mean primitive / cave dwelling. TROGLODYTIC

18. A major theme in the story relating to hidden things. SECRECY

19. After Hyde trampled the girl he went to a bank to draw this to pay the girl’s father. CHEQUE

20. From Greek mythology: half-woman / half bird creatures who attacked humans. HARPIES

21. Dr Jekyll’s dear friend and lawyer. UTTERSON

22. First name of Richard, a distant kinsman of Utterson. They walk together every Sunday. ENFIELD

23. The first chapter: the Story of the _____? DOOR

24. City where the story is set. LONDON

25. Another name for ‘doctor’. SAWBONES

26. From the Sanskrit word Jagannātha, refers to an enormous chariot/car carrying statues of Jagannâth (Krishna), under which devotees of Hinduism would throw themselves to be crushed. JUGGERNAUT

27. Technique which encompasses metaphor, simile and personification. IMAGERY

28. The day of the week on which Enfield and Utterson walk together. SUNDAY

29. Refers to a Greek myth involving two inseparable friends. DAMON AND PYTHIAS

30. An unpleasant person who causes feelings of dislike which are difficult to give any obvious reason for. DR FELL

31. The juggernaut who trampled a child (first name Edward). HYDE

32. Utterson goes to visit this character: another friend of Dr Jekyll. DR LANYON

The detective role?


In some ways, The Strange Case of Dr Jekyll and Mr Hyde can be seen as an early form of

the detective novel. Below are a series of statements which can be considered typical traits

(both strengths and weaknesses) of a fictional detective. Which traits do you think Mr

Utterson has displayed so far?

Feature

Is Mr Utterson described in this way?

Tick if you agree

Extension: Find a quote to support your answer

Reader response to his character/viewpoint

They are often ‘brilliant’ in one way or another — very intelligent or observant or with an excellent memory.

They are often an outsider — someone who does not always fit in or have a wide social circle.

They often feel that justice, fairness and integrity are important rules to live by and strive for.

Often have something unusual or eccentric about them — a mannerism for example.

They often break rules and don’t always do as they should.

They can be obsessive about the cases they are trying to solve.

They do not trust many people and naturally question what is going on around them.

Key questions:

Having read further, do you now think Mr Utterson is a good choice for the perspective of

the novel so far? Why? Why not? Is the reader put in any particular position, do you

think?

Silence, secrecy and style – developing themes in the novel (24159)


Task 1

Read through the extract below (taken from Chapter 4 — ‘The Carew Murder Case’), then

answer the following questions through annotation:

a) How can setting be used to suggest the concept of secrecy within the novel?

b) Do you think the setting is used in a similar way elsewhere in the novel?

It was by this time about nine in the morning, and the first fog of the season. A

great chocolate-coloured pall lowered over heaven, but the wind was continually

charging and routing these embattled vapours; so that as the cab crawled from

street to street, Mr Utterson beheld a marvellous number of degrees and hues of

twilight; for here it would be dark like the back-end of evening; and there would

be a glow of a rich, lurid brown, like the light of some strange conflagration; and

here, for a moment, the fog would be quite broken up, and a haggard shaft of

daylight would glance in between the swirling wreaths. The dismal quarter of

Soho seen under these changing glimpses, with its muddy ways, and slatternly

passengers, and its lamps, which had never been extinguished or had been

kindled afresh to combat this mournful reinvasion of darkness, seemed, in the

lawyer’s eyes, like a district of some city in a nightmare. The thoughts of his mind,

besides, were of the gloomiest dye; and when he glanced at the companion of his

drive, he was conscious of some touch of that terror of the law and the law’s

officers, which may at times assail the most honest.

Note: Quotations refer to the Penguin Classics 2002 edition of the text.



Task 2

Considering your reading of the novel so far — list all the times you can think of where

characters choose to be silent, then answer the following:

a) Why do you think characters are silent?

b) How does this impact upon us as readers and the plot of the story?

c) Does the idea of silence in any way reveal something about Victorian society and the

way people viewed the world around them?

Task 3

Create a table which explores the narrative style of the novel so far — identifying points

where Mr Utterson and the narration seem very formal, detached and logical in contrast to

where the narration seems richly descriptive and evocative.

Formal, detached, logical Rich, descriptive, evocative

Task 4

Consider the following questions in light of the above activity:

1. Where does the novel seem more ‘dark’ in tone? What could this reveal about Mr

Utterson’s character?

2. How does this impact the narrative as a whole — what might Stevenson be saying

about the concepts of evil / hidden things / darkness?

Structuring analytical paragraphs


In the exam, you will need to respond to the question by writing an essay in structured,

analytical paragraphs.

Make sure you start new paragraphs by beginning a new line and indenting from the

margin — this makes it clearer to the examiner that you are introducing a new idea, and

shows you have thought carefully about your response.

To help you structure this in the Jekyll and Hyde part of the exam, as well as others, you

can use the PEE structure to help you.

Remember that questions will give you an extract and a question which asks you to

respond firstly to the extract, and then to the whole novel. (If you are studying OCR you

will also have a more general question which you could choose to answer.) Imagine that

the second part of a question is:

‘Explore how Stevenson creates setting to affect the reader

in the novel as a whole.’

This student has chosen a quotation from Chapter 5 when Mr Utterson is visiting the

handwriting expert Mr Guest.

Section Definition Example

Point A statement which begins a paragraph and clearly answers the question.

Stevenson creates a frightening setting in Chapter 5.

Evidence A quotation from the text to support your point.

He describes how ‘the fog still slept on the wing above the drowned city’.

Explain/explore A series of sentences which look at what the quote shows/suggests in relation to the question.

The fog means that everything is difficult for Mr Utterson to see. This reflects the mystery of the novel as Utterson does not understand what is happening with Jekyll and Hyde. Fog is used to make it seem eerie and dark and it is often found in novels which are written to scare readers. Stevenson wants readers to be worried about Mr Utterson as anything could happen in the darkness of the fog. This affects the reader because even though they are worried about him, they also want to discover the secret — they are just as curious as Mr Utterson.



Task 1

Now think back to your study of the novel and find another quotation where the setting is

used to affect the reader (you might want to use the door to Dr Jekyll’s laboratory

described in ‘The Story of the Door’ or the description of Soho in ‘The Carew Murder

Case’). Complete a PEE paragraph in the table below:

Point

Evidence

Explain/explore



In the exam, you will need to respond to the question by writing an essay in structured

analytical paragraphs.

Make sure you start new paragraphs by beginning a new line and indenting from the

margin – this makes it clearer to the examiner that you are introducing a new idea, and

shows you have thought carefully about your response.


can use the P.E.T.E.R structure to help you.


respond firstly to the extract, and then to the whole novel (if you are studying OCR you will

also have a more general question which you could choose to answer). Imagine the second

part of a question was:

‘Explore how Stevenson creates setting to affect the reader

in the novel as a whole’.

This student has chosen a quotation from Chapter 5 when Mr Utterson is visiting the

handwriting expert Mr Guest.


Point A statement which begins a paragraphs and clearly answers the question.

Stevenson creates an atmospheric and frightening setting in Chapter 5.


He describes how “the fog still slept on the wing above the drowned city.”

Technique Mention techniques used by the writer to focus closely on the ‘how’ part of the question. This could be structure or language.

The use of personification and metaphor here help to build atmosphere.

Explain / Explore Explore and analyse the meaning suggested by the techniques identified.

The personification of the fog as it “slept” sounds especially eerie, as if the fog is a living thing which could wake at any moment. Fog is often used to suggest mystery and secrecy – the fact that Mr Utterson is unable to see clearly. It makes the city seem unnaturally still, as if something is about to happen. The metaphor of the city as “drowned” suggests that the city is dying and maybe helpless which reminds us of Hyde’s victim in Chapter 4.

Refer Back Finish your paragraph by coming back to the question focus.

These descriptive details help Stevenson create a setting which affects readers. Readers are concerned for Mr Utterson as he continues to search for answers in such a threatening environment, but we are equally keen to discover the secret of Jekyll and Hyde. We feel particularly tense as he continues his investigations.



Task 1: Highlight where the student above has really focused on specific language and

words to ensure their answer is precise.

Task 2: Now – think back to your study of the novel and find another quotation where

the setting is used to affect the reader (you might want to use the laboratory described in

‘The Story of the Door’ or the description of Soho in ‘The Carew Murder Case’).

Write your own P.E.T.E.R. paragraph to explore how setting affects the reader – trying to

achieve the precision of the example paragraph.

Task 3: Swap with a friend and highlight where they have been precise in their response.

Were there any opportunities they missed? Write down WWW (what went well) and EBI

(even better if) to give them a target for next time.



In the exam, you will need to respond to the question by writing an essay in structured

analytical paragraphs. Make sure you demarcate paragraphs clearly to help examiners see

your range of ideas.


can use the P.E.A.C.E structure to help you.


respond firstly to the extract, and then to the whole novel (if you are studying OCR you will

also have a more general question which you could choose to answer). Imagine the second

part of a question was:

‘Explore how Stevenson creates setting to affect the reader in the novel as a

whole’. This student has chosen a quotation from Chapter 5 when Mr Utterson is visiting

the handwriting expert Mr Guest.


Point A statement which begins a paragraphs and clearly answers the question.

Stevenson creates an atmospheric and frightening setting in Chapter 5.


He describes how “the fog still slept on the wing above the drowned city.”

Analysis Analyse what the language, structure or form suggests or implies.

The personification of the fog as it “slept” sounds especially eerie, as if the fog is a living thing which could wake at any moment, adding to the sense that threat surrounds Mr Utterson’s quest. Fog in Gothic or horror novels is often used to suggest mystery and secrecy; here it could symbolise how Mr Utterson is unable to see clearly. This animation of the mist makes the city seem unnaturally still, enhancing the suggestion of the supernatural which is getting more intense as the novel continues. The metaphor of the city as “drowned” implies the city is dying and helpless which reminds us of Hyde’s victim in Chapter 4.

Comment Comment on the relevance of the above to the question – perhaps considering the writer’s intentions.

These details combined make the setting seem oppressive and challenging – mirroring Mr. Utterson’s search for the truth. Stevenson successfully allows readers to feel as desperate for answers as Mr Utterson – especially as we see things only really from his point of view at this stage and are just as in the dark as he is.

Evaluate Evaluate by considering the impact of your quotation on readers and/or the narrative and/or the wider concepts in the text.

Through the description of the setting Stevenson therefore not only develops the concept of secrecy, but also the darkness which exists throughout the novel. This gloom and secrecy does not just affect Mr Utterson though – potentially due to the way he seeks answers we can also see that darkness is a part of his character – making us slightly wary of his point of view.



Task 1: Highlight where the student above has really focused on specific language and

words to ensure their answer is precise.

Task 2: Now – think back to your study of the novel and find another quotation where

the setting is used to affect the reader. Write your own P.E.A.C.E. paragraph with the

question in mind.

Task 3: Swap with a friend and highlight where they have been precise in their response.

Were there any opportunities they missed? Write down WWW (what went well) and EBI

(even better if) to give them a target for next time.

Evaluating a PEE paragraph (21741)


Use the table to help evaluate a classmate’s use of PEE paragraphs. When you get your own evaluation back, re-write your essay according to the advice you’ve been given.

Consider: Yes? No?

Partly? Constructive advice on how to improve

Have they given all references to the title of the text capital letters and inverted commas?

Have they given all names capital letters?

Have they written in sentences using capital letters and full stops?

Have they made a clear point?

Have they provided evidence to back up the point?

Is the evidence relevant?

Are any quotations embedded inside a sentence?

Does the quotation make sense? Is it complete?

Has the student thoroughly explained the point?

Are the point, example and explanation all linked?

Has the student used literary and/or linguistic terminology?

PEE mobile (3662)


How it works A single sheet of A4 offers three different shapes, each marked with one of

three letters: P, E, E. Students fill each shape with the relevant part of a

PEE chain (point – evidence – explanation), cut them out, connect them up

and dangle them. A filled-in example (from Frankenstein) is included.

Try this! This is a very simple, time-saving resource, but you can usefully extend it.

Provide more able students with an extra shape with which they can extend

the PEE chain: many teachers now feel that the PEE chain should stretch to

an A on the end for ‘analysis’, or an extra E for ‘exploration’. It is important

to get students to extend the PEE chain occasionally or they can get trapped

in formulaic responses that are limiting.

One reason that the PEE chain is limiting is that too many students master

it in an assertive, rather than an exploratory way: for example they say that

‘Prospero is a bully’ rather than ‘he could be seen as a bully, although at

times he shows a much softer side’. (The example provided in the resource

is very good at illustrating the use of modals in the ‘second E’: ‘This suggests

that…’; ‘he could perhaps be called…’)

A practical

point…

It is easy to create additional shapes for the mobile. In Word, simply click

on the AutoShapes menu at the bottom left of the screen and then select

Basic Shapes. (In Open Office Writer click on the pentagon on the bottom

tool bar.) In fact, why not get students to do the whole thing on-screen,

choosing and creating shapes that are relevant to the content they are going

to put into them?

What about

this?

If you are going to dangle PEE mobiles, it would be a good idea to dangle

‘modal mobiles’ too: ‘could’, ‘might’, ‘perhaps’, ‘on the other hand’, ‘this

suggests that’ etc. These tentative words and phrases will prompt students

to achieve a longer and more satisfying PEEEEEE!

PEE mobile (3662)


E:

P:

E:

PEE mobile (3662)


Earlier in chapter 4, Victor

revealed his motives for making

his creature. He states:

P:

‘A new species would bless me

as its creator and source;

many happy and excellent

natures would owe their

belonging to me.’

E:

This suggests that Victor has

selfish motives for creating his

creature; he could perhaps be

called egotistical as he thinks

little of the consequences, only

the benefits and glory that it

would bring him.

E:




Chapters 6, 7 and 8

Starter activities

1. Odd one out. Show students the following words (which are used to describe Mr

Hyde at the start of Chapter 6) and get them to decide which they think is the odd

one out and why: disreputable, callous, violent, strange, evil. There is no ‘right’

answer – but hopefully this will provide some interesting discussion. AO2

2. A–Z challenge. To summarise events so far (creatively), get students to write the

letters A to Z down the side of a page. They then have two minutes to write down as

many words as they can that link to the novel. They can write down more than one

word for each letter to gain as many points as possible. Students should then swap

their answers and tally up the marks. They can check with you if there are any

points that they are unsure about. This could be done independently or in groups

depending on your preference. AO1

3. Sin and suffering. Before reading Chapter 8, revisit the quotation from Dr

Jekyll’s letter which says, ‘I am the chief of sinners, I am the chief of sufferers.’ Ask

students to consider why we might think of Jekyll as sinful or someone who suffers.

They could then answer the following question: ‘To what extent do we feel sympathy

for Dr Jekyll?’ This question could then be revisited at the end of Chapter 8 and

Chapter 9. AO1


1. Locked door. Explore the concept of symbolism and the specific symbolism

linked to doors within The Strange Case of Dr Jekyll and Mr Hyde through the

resource Door symbolism. Students have a definition and some interesting symbols

to consider before looking at prompts linked to Stevenson’s use of doors within the

text. In their discussions, students will hopefully consider: doors as boundaries

(and the theme of breaking barriers/boundaries), doors as methods of

hiding/protecting (the theme of secrecy), doors as passages (theme of

journeys/quests) and doors as both separating and linking places (the themes of

duality and opposition). AO1, AO2



2. Focused reading. As Chapter 7 is a short one and not too difficult in terms of

vocabulary, students could read this in small groups, stopping to discuss quick

questions as they go to consolidate their understanding. Use the resource Chapter 7

– focused reading, to support this activity. AO1

3. Chapter 8 reading. Chapter 8 is quite long and may well benefit from being

broken up into two more manageable chunks, depending on your class. However,

this might disrupt the tension and intrigue Stevenson builds so well. Given that this

is the climax of the novel you could set up a spooky atmosphere in the classroom by

turning off lights, drawing blinds and dimming the lights. You can find some great

videos on YouTube which play stormy sound effects as the backdrop to your

dramatic reading. This is a great chapter to read to students to build atmosphere,

though you could also use an audio book (several of which are available to buy or

also available on YouTube). AO1

Possible links can be found below:

Stormy sounds clip 1: www.youtube.com/watch?v=9E3zNHd936c

Stormy sounds clip 2: www.youtube.com/watch?v=d-_q-md80VQ

Jekyll and Hyde audio: www.youtube.com/watch?v=PcczA9Cwbow


1. Dr Lanyon’s change. Get students to consider how Dr Lanyon has changed

within the novel so far through completing the table with key quotations from

Chapters 2, 3 and 6. Teachit resource 24175 Dr Lanyon’s change will allow students

to do this. AO1, AO2

2. Questions on chapters 6 and 7: Teachit resource 4201 Questions on chapters 6

and 7 will help students to explore and analyse key events in these two chapters.

AO1, AO2

3. Mini role play. As Mr Utterson and Mr Enfield say very little following their

meeting with Dr Jekyll at the window, it might be interesting to get students to

imagine that the two characters do have a conversation about the strange events of

the day (and previous year). Students should take two minutes to think about their

character’s reactions to Jekyll’s expression and other unusual events they are

concerned about from the novel, before role playing the scene in pairs. AO1

https://www.youtube.com/watch?v=9E3zNHd936c

https://www.youtube.com/watch?v=d-_q-md80VQ

https://www.youtube.com/watch?v=PcczA9Cwbow



Plenary activities

1. Fear factor. Get students to imagine a moment when they were very afraid (either

from real life or something they’ve imagined/dreamt about). Challenge them to

write a short paragraph in which they describe their feeling of fear without directly

referencing what has frightened them – only obliquely describing it. Get students to

either swap, or read out, and guess what has inspired such fear. AO1

2. Clues. After reading Chapter 7, (in which there’s a strong implication that Dr

Jekyll and Mr Hyde are the same person), get students to think back over all of the

suspicious things we have heard about the two characters so far. Many students will

already know about the duality of the two characters due to the well-known nature

of the text and Jekyll/Hyde concept, but it is worth reminding them that the first

readers in Victorian times would not have known any of this. Students could mind

map or bullet point their ideas, finding relevant quotations to support their ideas

where appropriate. AO1

3. Science versus the supernatural. Demonstrate to students how to create word

association chains on the board, modelling as a class to start off the process. Then

get students to create two word association chains, one starting with the word

‘science’ and one starting with the word ‘supernatural’. Give a time limit for each

and tell students they can create a series of ‘branches’ from the original word (for

this reason it is good to start in the middle of a page rather than the top). Once time

is up, get students to consider key similarities or differences within their two word

chains. You can then pose the key question: ‘To what extent is the novel concerned

with science or the supernatural?’ AO1

4. True or false. To secure students’ understanding of the main events in Chapter 8,

get them to use Teachit resource 24176 Chapter 8 – true or false. Use the Word

document as a simple worksheet, or add a twist with the PowerPoint (which can be

used as a team game/quiz). This activity can be extended/the challenge increased

by getting students to identify relevant quotations or page references. AO1

Extension activities

The self and society. Teachit resource 24177 The self and society provides an

extension opportunity for higher ability students to consider these ideas within the

novel, with suggestions for further research into the values of the Victorian era. AO1,

AO2, AO3

Revisiting. Now could be a good time to revisit some of the other activities

mentioned earlier in the teaching pack. How good a detective is Mr Utterson if he is

unable to solve the mystery himself before the suicide occurs (and does this matter)?

How sympathetic do we feel towards Dr Jekyll before we read Dr Lanyon’s letter? AO2



Storyboard. Ask students to create a tension graph for Chapter 8 – summarising the

chapter into 10 or 12 points and then plotting them on a graph. How has Stevenson

structured the chapter to maintain the readers’ interest? AO2

Preparing for the assessment

Understanding the marks: Students could continue to practise writing analytical

paragraphs with a topic (and/or quotation) of your choice. This could then be followed

up with discussion of the mark scheme and some self-assessment or peer-assessment.

Links to the mark schemes for each exam board can be found below:

AQA – www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-

resources

Edexcel – http://qualifications.pearson.com/en/qualifications/edexcel-

gcses/english-literature-2015.coursematerials.html#filterQuery=category:Pearson-

UK:Category%2FSpecification-and-sample-assessments

OCR – www.ocr.org.uk/qualifications/gcse-english-literature-j352-from-2015/

WJEC EDUQAS – www.eduqas.co.uk/qualifications/qualification-

resources.html?subject=EnglishLiterature&level=GCSE



http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-resources

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/english-literature-2015.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments



http://www.ocr.org.uk/qualifications/gcse-english-literature-j352-from-2015/

http://www.eduqas.co.uk/qualifications/qualification-resources.html?subject=EnglishLiterature&level=GCSE

http://www.eduqas.co.uk/qualifications/qualification-resources.html?subject=EnglishLiterature&level=GCSE



Week 4 resources


Door symbolism 99 Introduction 1

Chapter 7 – focused reading 100 Introduction 2

Dr Lanyon’s change (24175) 101 Development 1

Questions on chapters 6 and 7 (4201) 103 Development 2

Chapter 8 – true or false (24176) 104 Plenary 4

The self and society (24177) 108 Extension activity

Door symbolism


Definition of symbolism: an object (though sometimes it can be an action, word or

event) which has extra meaning that is different from its literal use. For example, a dove

can be a symbol of peace.

Task 1

Look at the images below – what different things could they represent?

Task 2

Doors are used as a symbol in The Strange Case of Dr Jekyll and Mr Hyde. What could a

door represent?

Using the prompts below – annotate the image – thinking about what a door could be used

to symbolise.

What if the door was locked?

What if the door was open?

What about the process of going through a door?

What about the spaces either side of a door?

Task 3

Where have locked doors been mentioned so far in the novel? List as many ideas as you

can.

Chapter 7 – focused reading



1) What chapter is the opening of Chapter 7 similar

to?

2) When Mr Enfield says, “We shall never see more

of Mr Hyde” what might readers think?

3) What might the description of the courtyard being

filled with ‘premature twilight’ in contrast to the

rest of the sky ‘still bright with sunset’ suggest?

4) What does Dr Jekyll refuse to do?

5) Dr Jekyll seems to change with a look ‘of such

abject terror and despair’ before closing the

window. Look up the word abject in the

dictionary and write down the definition.

6) How do Enfield and Utterson react? What does

this suggest that they feel?

------------------------------- ----------------------------------------------------------------------


1) What chapter is the opening of Chapter 7 similar

to?

2) When Mr Enfield says, “We shall never see more

of Mr Hyde” what might readers think?

3) What might the description of the courtyard being

filled with ‘premature twilight’ in contrast to the

rest of the sky ‘still bright with sunset’ suggest?

4) What does Dr Jekyll refuse to do?

5) Dr Jekyll seems to change with a look ‘of such

abject terror and despair’ before closing the

window. Look up the word abject in the

dictionary and write down the definition.

6) How do Enfield and Utterson react? What does

this suggest that they feel?

Illustration by Charles Raymond

Macauley for the 1904 edition of the

novel.

Illustration by Charles Raymond

Macauley for the 1904 edition of the

novel.

Dr Lanyon’s change (24175)


Look at the descriptions and dialogue relating to Dr Lanyon taken from the novel (up to Chapter 6). What impression of the character

are we given and how does he change? Quotations are taken from the Penguin Classics 2002 version of the text.

Chapters 2 and 3

Quotation What does the quotation suggest/imply?

‘The geniality, as was the way of the man, was somewhat theatrical to the eye; but it reposed on genuine feeling.’ Chapter 2

“But it is more than ten years since Henry Jekyll became too fanciful for me. He began to go wrong, wrong in mind; and though of course I continue to take an interest in him for old sake’s sake, as they say, I see and I have seen devilish little of the man. Such unscientific balderdash.” Chapter 2 (from Dr Lanyon’s dialogue)

“I never saw a man so distressed as you were by my will; unless it were that hide-bound pedant, Lanyon, at what he called my scientific heresies.” Chapter 3 (from Dr Jekyll’s dialogue)

Dr Lanyon’s change (24175)


Chapter 6

Quotation What does the quotation suggest/imply? Change?

‘He had his death-warrant written legibly upon his face. The rosy man had grown pale; his flesh had fallen away; he was visibly balder and older; and yet it was not so much these tokens of a swift physical decay that arrested the lawyer’s notice, as a look in the eye and quality of manner that seemed to testify to some deep-seated terror of the mind.’ Chapter 6

‘“I wish to see or hear no more of Dr Jekyll,” he said in a loud, unsteady voice. “I am quite done with that person; and I beg that you will spare me any allusion to one whom I regard as dead.”’ Chapter 6

‘So great and unprepared a change pointed to madness; but in view of Lanyon’s manner and words, there must lie for it some deeper ground.’ Chapter 6

Extension tasks:

Why might Stevenson have chosen to characterise Lanyon as someone concerned with logic and science?

What might have destroyed Lanyon?

Highlight words in the above quotations that you think have the most impact upon readers. Be prepared to explain the reasons for your choices.

Questions on chapters 6 and 7 (4201)


Read the chapters ‘The Remarkable Incident of Dr Lanyon’ and ‘The Incident at the Window’ and

answer the following questions in full sentences, using quotations.

‘The Remarkable Incident of Dr Lanyon’

1) Contrast the earlier description of Dr Lanyon (in ‘Search for Mr Hyde’) with the description

of him in this chapter.

2) What is it exactly that frightens Dr Lanyon? What does Stevenson suggest he has learnt

more about when he says that if we knew all we would be glad to die?

3) Track the changes in Dr Jekyll through this chapter.

4) i) Where and why does the symbol of the locked door reappear in this chapter?

ii) Find another example of something being locked or sealed against Mr Utterson.

‘The Incident at the Window’

1) Find one way in which the weather reflects characters’ emotions in this chapter.

2) How does Stevenson hint that the expression on Dr Jekyll’s face terrifies Enfield and

Utterson?

3) What similarities can you find between the men’s reaction to this incident and their

reaction to Mr Hyde?

------------------------------- ----------------------------------------------------------------------

Read the chapters ‘The Remarkable Incident of Dr Lanyon’ and ‘The Incident at the Window’ and

answer the following questions in full sentences, using quotations.

‘The Remarkable Incident of Dr Lanyon’

1) Contrast the earlier description of Dr Lanyon (in ‘Search for Mr Hyde’) with the description

of him in this chapter.

2) What is it exactly that frightens Dr Lanyon? What does Stevenson suggest he has learnt

more about when he says that if we knew all we would be glad to die?

3) Track the changes in Dr Jekyll through this chapter.

4) i) Where and why does the symbol of the locked door reappear in this chapter?

ii) Find another example of something being locked or sealed against Mr Utterson.

‘The Incident at the Window’

1) Find one way in which the weather reflects characters’ emotions in this chapter.

2) How does Stevenson hint that the expression on Dr Jekyll’s face terrifies Enfield and

Utterson?

3) What similarities can you find between the men’s reaction to this incident and their

reaction to Mr Hyde?

Chapter 8 – true or false? (24176)


Read through the following statements all about Chapter 8 of The Strange Case of Dr

Jekyll and Mr Hyde. Which do you think are true and which do you think are false? Find

a quotation/page reference for each to get extra points!

Statement True/false? Quotation/page reference

1) The first thing that Mr Utterson asks Poole when he arrives is whether he is unwell.

2) Poole says he has been afraid for about 7 days.

3) Stevenson describes how Mr Utterson’s face is pale as he follows Poole to Dr Jekyll’s house.

4) Mr Utterson thinks that Poole’s belief about Dr Jekyll being murdered cannot be true as the murderer would not have stayed locked in the cabinet.

5) The figure locked in the cabinet has been requesting a drug.

6) Poole describes the figure as making a sound like a weasel.

7) Mr Utterson arms himself with a kitchen poker.

8) More than anything else, Poole is convinced that the figure in the cabinet is Mr Hyde because of the way that he looks.

9) The breaking of the locked door could symbolise that secrets will no longer remain hidden in the novel.

10) The thing they are most surprised to find in the room is the residue of the drugs Dr Jekyll had been requesting.

11) Dr Jekyll’s most recent will leaves everything to Mr Utterson.



Chapter 8 — true or false answers

Statement True/false? Quotation/page reference

1) The first thing that Mr Utterson asks Poole when he arrives is whether he is unwell.

F “… what brings you here?” p.37

2) Poole says he has been afraid for about around 7 days.

T “I’ve been afraid for about a week,” p.37

3) Stevenson describes how Mr Utterson’s face is pale as he follows Poole to Dr Jekyll’s house.

F The moon is described as ‘pale’ whereas the wind ‘flecked the blood into the face.’ p.38

4) Mr Utterson thinks that Poole’s belief about Dr Jekyll being murdered cannot be true as the murderer would not have stayed locked in the cabinet.

T “That won’t hold water; it doesn’t commend itself to reason.” p.40

5) The figure locked in the cabinet has been requesting a drug.

T “This drug is wanted bitter bad, sir,” p.40

6) Poole describes the figure as making a sound like a weasel.

F “like a rat” p.41

7) Mr Utterson arms himself with a kitchen poker.

T “you might take the kitchen poker for yourself.” p.42

8) More than anything else, Poole is convinced that the figure in the cabinet is Mr Hyde because of the way that he looks.

F

“there was something queer about that gentleman- something that gave a man a turn — […] you felt in your marrow kind of cold and thin.” p.42

9) The breaking of the locked door could symbolise that secrets will no longer remain hidden in the novel.

T ‘the lock burst in sunder and the wreck of the door fell inwards on the carpet.’ p.44

10) The thing they are most surprised to find in the room is the residue of the drugs Dr Jekyll had been requesting.

F The mirror surprises them most — “what could Jekyll want with it?” p.46

11) Dr Jekyll’s most recent will leaves everything to Mr. Utterson.

T

‘ … in place of the name of Edward Hyde, the lawyer, with indescribable amazement, read the name of Gabriel John Utterson.’ p.46

The self and society (24177)


Task 1: Victorian values

Complete some research into the Victorians and what was

valued/prioritised in terms of family, reputation and society.

Summarise the key facts you discover in mind map form.

Task 2: A good or bad society?

Think about events in the novel so far (up to and including Chapter 8). What evidence is

there that Victorian society is a kind, compassionate one? What evidence is there that

Victorian society is more repressed or restrictive? You might want to create a table like the

one below:

Compassionate/kind Repressed/restrictive

Task 3: Women

Which women do we come across in the novel? What roles do they tend to fulfil?

Summarise your thoughts in a short paragraph – with quotations or page references to

support your ideas.

Task 4: Society’s impact on Mr Utterson

Thinking about Chapter 8 – consider how the nature of Victorian society impacts upon Mr

Utterson’s response to Poole’s fears about Dr Jekyll.

What is he most concerned about?

How does he try to rationalise events and why does he do so?

What actions/behaviours show he wishes to uphold his client and friend’s

reputation?

Task 5: The mask motif

“Sir, if that was my master, why had he a mask upon his

face?” – Poole, Chapter 8

In what ways is this motif important to the novel? Where else is this

referred to in the novel?

NB A motif is a dominant or recurring idea in an artistic or literary

work.




Chapters 9, 10 and summarising

Starter activities

1. Quick recap quiz: Check students’ understanding of recent events in the novel

through this quick quiz which recaps events from the last few chapters. If you want

to really challenge students, you could repeat the quiz from Week 2 and add in some

questions from Chapters 4, 5 and 6 too! Alternatively, you might like to use Teachit

resource 24239 Jekyll and Hyde hexbusters, which is an interactive quiz game. AO1

What ‘T’ describes the way Lanyon feels about Jekyll? Terror

What ‘I’ do both Dr Lanyon and Dr Jekyll become? Ill

What ‘L’ is given by Dr Lanyon to Mr Utterson? Letter

What ‘P’ describes Dr Jekyll as he is sat in the window? Prisoner

What ‘T’ and ‘D’ describe the expression on Dr Jekyll’s face in the window?

Terror and despair

What ‘M’ is the month Chapter 8 is set in? March

What ‘D’ does the figure request from within the locked cabinet? Drugs

What ‘V’ convinces Mr Utterson that the person inside the cabinet is Mr

Hyde? Voice

What ‘U’ does Dr Jekyll use to describe himself at the end of his letter?

Unworthy and/or unhappy

2. Questions. Before reading Chapter 10 where Dr Jekyll’s narrative reveals the full

story of Mr Hyde, get students to list the questions they still want answered from

this character, leaving a gap for them to write answers. They can then fill in the

answers as they read or listen to Chapter 10. AO1

3. Swift summaries. Ask students to summarise the story in 5 sentences, then

shorten to 5 words, then finally 1 word. Get them to consider why this word is so

crucial to the story in their opinion. This is a great way to get students to prioritise

which words they think are most important and can springboard into a great

discussion! AO1


1. Dr Jekyll’s letter. Read Dr Jekyll’s letter to Dr Lanyon. Which sentences are

most persuasive and why? AO1



2. Reading Chapter 10. Chapter 10 is another long chapter, and the language

becomes even more challenging through Dr Jekyll’s narration. It would be good to

use an audio recording to help students with this. There are also some graphic

novel versions of the story which illustrate events well. These could be used to

perhaps provide an overview of the plot at the end before listening to the recording.

AO1

3. Narrative features. Students should order/prioritise the narrative features of the

text to both develop their awareness of Stevenson’s crafting of the novel and develop

their personal response to the story. Use Teachit resource 24178 Narrative diamond

9 to get students to make decisions regarding narrative. An extension option is

available here as students can add their own narrative criteria. An interactive

ranking activity also accompanies this resource. AO2


1. Differentiated questions. Get students to explore various elements of character,

plot, atmosphere and language with Teachit resource 24179 Chapter 9 questions.

This series of questions for students to choose from varies in focus and difficulty

and will help them develop their understanding of the important features of Chapter

9. AO1, AO2

2. Hot seating. Once the reading of the novel is complete, assign students characters

to inhabit. The main roles to ‘divvy up’ are: Mr Utterson, Mr Enfield, Dr Lanyon,

Poole and Dr Jekyll/Mr Hyde. Other, more peripheral characters could be included

too, of course. Get students to think of questions they want to ask or (if they are the

ones in the ‘hot seat’, to remind themselves of their role within the novel). Then get

students to put the main characters in the hot-seat. This is a useful and memorable

way of summarising the novel / getting students to recall key details and interpret

events for themselves. AO1

3. Duality. Use Teachit resource 4001 The duality of Dr Jekyll and Mr Hyde to

consider duality within the novel. Students are encouraged to find quotations and

explain them in relation to this concept. An essay plan is also attached to this

resource. As this resource was first published in 2005, it is more relevant to

previous coursework requirements than it is to GCSE 2015. Students of the OCR

specification – which has a choice of two questions, one of which is a more wide-

ranging one than the extract/whole novel questions – might, however, find this

useful. AO1, AO2

4. Chapter 10 analysis. Using Teachit resource 24187 Chapter 10 match up,

students explore Dr Jekyll’s narrative in Chapter 10. There are two versions of this

task: first sheet is suitable for lower ability students while the second would work

well for middle and higher ability students. Answers are as follows: page 1 1d, 2e,

3a, 4b, 5c; pages 2-3 1f, 2d, 3b, 4a, 5g, 6h, 7e, 8c. AO1, AO2



Plenary activities

1. Post-it plenary. Ask students whether knowing the book’s secret before Chapter

9 is an advantage or disadvantage. Get them to put their answer and reasons onto a

post-it note and stick it onto the relevant half of the board. You can then select a

series of ideas to spark class discussion. AO1

2. Revisiting. Get students to reconsider the work they did originally on Teachit

resource 10326 Ethical issues (Week 1). Do they still agree with their original

opinions? If not, why not? What has changed? AO1

3. Dividing yourself. Get students to consider the advantages and disadvantages of

having a second/other personality. If they were offered the choice (and they were

assured the scientific process was controllable), would they elect to split themselves

like this? AO1


A popular story. Having finished the novel, get students to consider the popularity

of the story and why it was appealing at the time (and endures in popularity). Teachit

resource 3964 Questions that focus on the popularity of the story can be used either as

an extension task or as a homework to help clarify students’ thoughts. It could also be

used as a precursor to viewing one of the film adaptations. (The 1931 Frederic March

one is usually considered the better of the classic versions.) AO1, AO3

Evil. To help students to form a personal response to the text, use Teachit resource

9021 Evil. Here, they must rank the 10 events from most to least heinous, which could

be extended further through discussion and justification of their ideas. The slips could

be cut up for a more kinaesthetic way of ordering and exploring the ideas. AO1


Practice exam paper: doing a formal practice paper will help students to prepare

for the exam and encourage them to feel more confident about what is required. Use

the resource Practice exam 2, to get students to plan and then answer the question.

This time the paper focuses on character (rather than the atmosphere, as introduced in

the Practice exam 1). AO1, AO2





Week 5 resources


Jekyll and Hyde hexbusters (24239) 113 Starter 1

Narrative diamond 9 (24178) 114 Introduction 3

Chapter 9 questions (24179) 116 Development 1

The duality of Dr Jekyll and Mr Hyde (4001) 117 Development 3

Chapter 10 match up (24187) 120 Development 4

Questions that focus on the popularity of the story

(3964) 123 Extension activity

Evil (9021) 124 Extension activity

Practice exam 2 126 Preparing for assessment

Jekyll and Hyde hexbusters (24239)







Narrative diamond 9 (24178)


Look at the features below. They are all narrative features which Stevenson has employed

throughout his writing of The Strange Case of Dr Jekyll and Mr Hyde. Cut out the boxes and

arrange them in order of importance in a ‘diamond 9’ shape.

Extra challenge: Is there something important not on the list here? Feel free to create your own

suggestions in the blank boxes. To place it in the diamond 9, you will then need to remove one of

the ones that already exists. Be prepared to justify this decision.

The frightening

characterisation of Mr

Hyde

The withholding of

information from the

reader

The eerie London settings

The exaggerated Gothic

language

The use of pathetic fallacy

(weather to represent

mood)

The exploration of secrecy as

a theme

The intriguing

characterisation of Dr

Jekyll

The dramatic dialogue

between characters

The multiple narratives in

the book

Blank for your ideas

Narrative diamond 9 (24178)







Chapter 9 questions (24179)


You should answer at least 6 questions on Chapter 9 (Dr Lanyon’s Narrative). The questions are divided up into type.

Choose from a variety of question types and attempt to answer at least two questions which you find more challenging.

Character questions

1. Dr Jekyll seems to feel that his letter to Dr Lanyon could make the difference between life and death. What does this suggest about the nature of his fate?

2. What do you think Dr Lanyon means when he says his reaction to Mr Hyde lies ‘much deeper in the nature of the man, and to turn on some nobler hinge than the principle of hatred’?

3. Why do you think Dr Lanyon does not reveal the rest of the conversation with Dr Jekyll? What impact does this have upon readers?

4. How does Dr Lanyon react when Mr Hyde touches him?

5. What quotation shows how dependent Dr Jekyll/Mr Hyde has become on the drugs he takes?

Plot questions

1. What are the two things Dr Jekyll requests of Dr Lanyon?

2. In your own words, describe what happens to Mr Hyde when he takes the mixture.

3. How would you describe the atmosphere at the end of Dr Lanyon’s letter? (Note – although this is technically an ‘atmosphere’ question, it also has an impact on the novel’s plot.)

4. This chapter is written from Dr Lanyon’s perspective in the form of a letter sent to Mr Utterson. How does this impact upon the reading of the novel?

Language questions

1. What technique is used in the phrase ‘my life, my honour, my reason, are all at your mercy;’ and what does it suggest about Dr Jekyll’s feelings?

2. ‘The door was very strong, the lock excellent; …’ What does this suggest about the nature of Dr Jekyll’s secret?

3. Do you think there is any significance to be found in the powder being white and the liquid being red?

4. Why is the word ‘double’ (found in Dr Jekyll’s book) so important?

5. Mr Hyde describes his scientific discovery as ‘a new province of knowledge’. What technique is this and how might this help us understand his attitude to his endeavours?

Atmosphere questions

1. When Dr Lanyon collects his revolver prior to midnight, how does this affect the atmosphere of the chapter?

2. How would you describe the atmosphere at the end of Dr Lanyon’s letter?

The duality of Dr Jekyll and Mr Hyde (4001)


How does Robert Louis Stevenson explore the duality of human nature in The Strange Case of Dr Jekyll and Mr Hyde?

POINT QUOTE EXPLAIN

Victorian society and how this

book explores its interests

Jekyll’s ideas about his

personality and why he wanted to

make the potion

What actually happens when he

starts to take the potion and what

it leads to

The contrasting descriptions of

Jekyll and Hyde, look at the

language

Other characters of interest in the

book

How the structure of the book

also has a duality

What Stevenson’s lasting moral

message is: Civilisation vs

Savagery? Good vs Evil?

Religion vs Science?



PLAN How does Robert Louis Stevenson explore the

duality of human nature in The Strange Case of Dr Jekyll and Mr Hyde?

Introduction – explain about Victorian society’s interest with savages

Written in , Robert ’s novel

“ ” is about …

During this time, …

Write about Jekyll’s ideas about his personality and why he wanted to make the potion

Jekyll believed that …

He wanted to make the potion because …

Explain what actually happens when he takes his potion

However, when Jekyll starts to …

This leads to …

Explain how the language used to describe Jekyll and Hyde is important

Jekyll is described as …

On the other hand, Hyde is …



Explain how any of the other characters also explore the duality of human nature

Also in the book …

Explain about the book’s two endings and how this is important

The novel is narrated by and has two endings.

The first …

The second …

Stevenson does this because …

Conclusion – explain what you think Stevenson’s moral message is in the book

The book explores …

I believe that Stevenson’s moral message was …

Chapter 10 match up (24187)


Using the quotations and explanations below, match them up using your understanding of events in Chapter 10.

1. ‘I thus drew steadily nearer to that truth,

by whose partial discovery I have been

doomed to such a dreadful shipwreck: that

man is not truly one, but truly two.’

a. Dr Jekyll enjoys the first transformation to

Mr Hyde. He feels he can enjoy and embrace

his sinful side. The revelation that Mr Hyde

is shorter than Dr Jekyll is explained because

Dr Jekyll has been repressing (restraining /

keeping under control) this side of himself —

so Mr Hyde is not as developed in height.

2. ‘The most racking pangs succeeded: a

grinding in the bones, deadly nausea, and

a horror of the spirit that cannot be

exceeded at the hour of birth or death.’

b. Having tried to suppress Mr Hyde’s wicked

nature for two months, Dr Jekyll gives in and

transforms once again on the night of Carew’s

murder. The reference to an evil figure

makes his dark side seem even more

powerful.

3. ‘I knew myself, at the first breath of this new life, to be more wicked, tenfold more wicked, sold a slave to my original evil; and the thought, in that moment, braced and delighted me like wine. I stretched out my hands, exulting in the freshness of these sensations; and in the act, I was suddenly aware that I had lost in stature.’

c. Jekyll contemplates the future. He knows he

will be unable to stay away from Mr Hyde

now that the important form of the drug is no

longer accessible. He questions whether

Hyde will be punished by the law, or whether

he will commit suicide to escape this event.

He also seems to suggest he is not responsible

for anything that happens from now on.

4. ‘My devil had been long caged, he came

out roaring.’

d. Dr Jekyll believes that human beings are not

just one simple personality. He does not

believe there is anything strange about having

a dual personality.

5. ‘Will Hyde die upon the scaffold? or will he find the courage to release himself at the last moment? God knows; I am careless; this is my true hour of death, and what is to follow concerns another than myself.’

e. His transformation to Mr Hyde sounds painful — possibly suggesting it is dangerous to attempt this physical split of their personalities.

Quotations are taken from the Penguin Classics edition (2002)



Quotations are taken from the Penguin Classics edition (2002).

Cut out the quotations and explorations below then match them up correctly using your understanding of events in Chapter 10. When you’re sure you’ve got your answers right, stick each quotation along with its relevant exploration into your books or onto a piece of paper.

Quotation Exploration

1. ‘Many a man would have even blazoned such irregularities as I was guilty of; but from the high views that I had set before me, I regarded and hid them with an almost morbid sense of shame.’

a. Dr Jekyll initially feels no fear of Mr Hyde. He feels what he has done is acceptable.

2. ‘I had learned to dwell with pleasure, as a beloved daydream, on the thought of the separation of these elements. If each, I told myself, could be housed in separate identities, life would be relieved of all that was unbearable;’

b. Dr Jekyll enjoys the first transformation to Mr Hyde. He feels he can enjoy and embrace his sinful side. The revelation that Mr Hyde is shorter than Dr Jekyll is explained because Dr Jekyll has been repressing (restraining / keeping under control) this side of himself — so Mr Hyde is not as developed in height.

3. ‘I knew myself, at the first breath of this new life, to be more wicked, tenfold more wicked, sold a slave to my original evil; and the thought, in that moment, braced and delighted me like wine. I stretched out my hands, exulting in the freshness of these sensations; and in the act, I was suddenly aware that I had lost in stature.’

c. Jekyll contemplates the future. He knows he will be unable to stay away from Mr Hyde now that the important form of the drug is no longer accessible. He questions whether Hyde will be punished by the law, or whether he will commit suicide to escape this event. He also seems to suggest he is not responsible for anything that happens from now on.

4. ‘… when I looked upon that ugly idol in the glass, I was conscious of no repugnance, rather of a leap of welcome. This, too, was myself. It seemed natural and human.’

d. Dr Jekyll first starts his scientific experiments as he wishes to divide the two conflicting personalities he has: the reputable, ambitious scientist and the wild Mr Hyde.



Quotations are taken from the Penguin Classics edition (2002).

Quotation Exploration

5. ‘… I was slowly losing hold of my original and better self, and becoming slowly incorporated with my second and worse.’

e. Having tried to suppress Mr Hyde’s wicked nature for two months, Dr Jekyll gives in and transforms once again on the night of Carew’s murder. The reference to an evil figure makes his dark side seem even more powerful.

6. ‘To cast it [my lot] in with Hyde, was to die to a thousand interests and aspirations, and to become, at a blow and forever, despised and friendless. … I chose the better part and was found wanting in the strength to keep to it.’

f. Dr Jekyll never states exactly what it is he enjoys doing which is evil. He keeps it secret even from readers, perhaps showing he is also obsessed with his reputation even now. He does seem to regret that his personality has a dark side a little at first.

7. ‘My devil had been long caged, he came out roaring.’

g. Jekyll is no longer the dominant personality; Hyde seems to become more of an influence over his behaviour and actions.

8. ‘Will Hyde die upon the scaffold? or will he find the courage to release himself at the last moment? God knows; I am careless; this is my true hour of death, and what is to follow concerns another than myself.’

h. Dr Jekyll tries to give up taking his concoction and turning into Mr Hyde when he fears he can no longer control what is happening.

Extension: Highlight the words within the quotations that you would ‘zoom in’ on to analyse layers of meaning further.

Questions that focus on the popularity of the story (3964)


1. Why do you think this novella was so popular when it was first

published in 1886?

2. This story has remained popular in modern times. Find out

about other films, books, etc. that have been inspired by the

story.

3. Why do you think the story has remained so popular in modern

times?

4. If you were going to direct a film version of the story – how would

you capture the horror of Mr Hyde’s appearance?

5. How does writing have an advantage over film when it comes to

Mr Hyde’s appearance?

Evil (9021)


Which is most evil? Put these situations in rank order, from most

to least heinous.

Leading a double life and deceiving your friends

Killing a (defenceless) man, in cold blood

Stamping on / trampling over a young child because they are in your way

Lying to your friend

Not helping a friend who you suspect is in a lot of trouble

Deliberately turning your back on a friend when he most needs help

Lying to yourself about your addictions

Committing suicide

Being a disloyal employee and revealing your employer’s secrets to others

Knowingly carrying out dubious science experiments, even when you know

they may be dangerous

Evil (9021)







Practice exam 2


AQA-style question

Robert Louis Stevenson: The Strange Case of Dr Jekyll and Mr Hyde

Read the following extract from Chapter 9 and then answer the question that follows.

In this extract Dr Lanyon recalls fulfilling Dr Jekyll’s strange request and meeting with Mr Hyde (prior to Hyde taking the potion and transforming into Dr Jekyll).

These particulars struck me, I confess, disagreeably; and as I followed him into the bright light of the consulting room, I kept my hand ready on my weapon. Here, at last, I had a chance of clearly seeing him. I had never set eyes on him before, so much was certain. He was small, as I have said; I was struck besides with the shocking expression of his face, with his remarkable combination of great muscular activity and 5 great apparent debility of constitution, and — last but not least — with the odd, subjective disturbance caused by his neighbourhood. This bore some resemblance to incipient rigor, and was accompanied by a marked sinking of the pulse. At the time, I set it down to some idiosyncratic, personal distaste, and merely wondered at the acuteness of the symptoms; but I have since had reason to believe the cause to lie 10 much deeper in the nature of man, and to turn on some nobler hinge than the principle of hatred.

This person (who had thus, from the first moment of his entrance, struck in me what I can only describe as a disgustful curiosity) was dressed in a fashion that would have made an ordinary person laughable: his clothes, that is to say, although they were of 15 rich and sober fabric, were enormously too large for him in every measurement — the trousers hanging on his legs and rolled up to keep them from the ground, the waist of the coat below his haunches, and the collar sprawling wide upon his shoulders. Strange to relate, this ludicrous accoutrement was far from moving me to laughter. Rather, as there was something abnormal and misbegotten in the very essence of the 20 creature that now faced me — something seizing, surprising and revolting — this fresh disparity seemed but to fit in with and to reinforce it; so that to my interest in the man’s nature and character, there was added a curiosity as to his origin, his life, his fortune and status in the world.

These observations, though they have taken so great a space to be set down in, were 25 yet the work of a few seconds. My visitor was, indeed, on fire with sombre excitement.

“Have you got it?” he cried. “Have you got it?” And so lively was his impatience that he even laid his hand upon my arm and sought to shake me.

I put him back, conscious at his touch of a certain icy pang along my blood. “Come, sir,” said I. “You forget that I have not yet the pleasure of your acquaintance. Be 30 seated, if you please.”

Starting with this extract, how does Stevenson present Mr Hyde as an unusual and frightening character? Write about:

how Stevenson presents Mr Hyde in this extract

how Stevenson presents Mr Hyde in the novel as a whole. [30 marks]

Practice exam 2


Edexcel-style question

Use this extract to answer Question 1.

Dr Jekyll and Mr Hyde: R L Stevenson

From ‘Doctor Lanyon’s narrative’ — Dr Lanyon recalls fulfilling Dr Jekyll’s strange request and meeting with Mr Hyde (prior to Hyde taking the potion and transforming into Dr Jekyll).

These particulars struck me, I confess, disagreeably; and as I followed him into the bright light of the consulting room, I kept my hand ready on my weapon. Here, at last, I had a chance of clearly seeing him. I had never set eyes on him before, so much was certain. He was small, as I have said; I was struck besides with the shocking expression of his face, with his remarkable combination of great muscular activity and great apparent debility of constitution, and — last but not least — with the odd, subjective disturbance caused by his neighbourhood. This bore some resemblance to incipient rigor, and was accompanied by a marked sinking of the pulse. At the time, I set it down to some idiosyncratic, personal distaste, and merely wondered at the acuteness of the symptoms; but I have since had reason to believe the cause to lie much deeper in the nature of man, and to turn on some nobler hinge than the principle of hatred.

This person (who had thus, from the first moment of his entrance, struck in me what I can only describe as a disgustful curiosity) was dressed in a fashion that would have made an ordinary person laughable: his clothes, that is to say, although they were of rich and sober fabric, were enormously too large for him in every measurement — the trousers hanging on his legs and rolled up to keep them from the ground, the waist of the coat below his haunches, and the collar sprawling wide upon his shoulders. Strange to relate, this ludicrous accoutrement was far from moving me to laughter. Rather, as there was something abnormal and misbegotten in the very essence of the creature that now faced me — something seizing, surprising and revolting — this fresh disparity seemed but to fit in with and to reinforce it; so that to my interest in the man’s nature and character, there was added a curiosity as to his origin, his life, his fortune and status in the world.

These observations, though they have taken so great a space to be set down in, were yet the work of a few seconds. My visitor was, indeed, on fire with sombre excitement.

“Have you got it?” he cried. “Have you got it?” And so lively was his impatience that he even laid his hand upon my arm and sought to shake me.

I put him back, conscious at his touch of a certain icy pang along my blood. “Come, sir,” said I. “You forget that I have not yet the pleasure of your acquaintance. Be seated, if you please.”

Practice exam 2


Question 1 – Dr Jekyll and Mr Hyde

1 (a) Explore how Stevenson presents Mr Hyde as unusual and frightening in this extract.

Give examples from the extract to support your ideas.

(20)

(b) In this extract, Mr Hyde is characterised as unusual and frightening.

Explain why his characterisation is important elsewhere in the novel.

In your answer you must consider:

different moments which develop his character

how important they are.

(20)

(Total for Question 1 = 40 marks)

Practice exam 2


OCR-style question

Choose ONE question.


EITHER

1) Explore how Stevenson presents Mr Hyde as unusual and frightening, in this extract and elsewhere in the novel.

[40] In this extract, Dr Lanyon recalls fulfilling Dr Jekyll’s strange request and meeting with Mr Hyde (prior to Hyde taking the potion and transforming into Dr Jekyll).

I had never set eyes on him before, so much was certain. He was small, as I have said; I was struck besides with the shocking expression of his face, with his remarkable combination of great muscular activity and great apparent debility of constitution, and — last but not least — with the odd, subjective disturbance caused by his neighbourhood. This bore some resemblance to incipient rigor, and was accompanied by a marked sinking of the pulse. At the time, I set it down 5 to some idiosyncratic, personal distaste, and merely wondered at the acuteness of the symptoms; but I have since had reason to believe the cause to lie much deeper in the nature of man, and to turn on some nobler hinge than the principle of hatred.

This person (who had thus, from the first moment of his entrance, struck in me what I can only describe as a disgustful curiosity) was dressed in a fashion that would have made an ordinary 10 person laughable: his clothes, that is to say, although they were of rich and sober fabric, were enormously too large for him in every measurement — the trousers hanging on his legs and rolled up to keep them from the ground, the waist of the coat below his haunches, and the collar sprawling wide upon his shoulders. Strange to relate, this ludicrous accoutrement was far from moving me to laughter. Rather, as there was something abnormal and misbegotten in the very 15 essence of the creature that now faced me — something seizing, surprising and revolting — this fresh disparity seemed but to fit in with and to reinforce it; so that to my interest in the man’s nature and character, there was added a curiosity as to his origin, his life, his fortune and status in the world.

OR 2) ‘It is the inexplicable which is most frightening about Mr Hyde.’ How far do you agree with this

view?

Explore at least two moments from the novel to support your ideas. [40]

Practice exam 2


WJEC Eduqas style question



You should use the extract below and your knowledge of the whole novel to answer this

question.

Write about how the character of Mr Hyde is presented as unusual or frightening at different points

in the novel.

In your response you should:

refer to the extract and the novel as a whole;

show your understanding of characters and events in the novel;

refer to the contexts of the novel.

[40]

These particulars struck me, I confess, disagreeably; and as I followed him into the bright

light of the consulting room, I kept my hand ready on my weapon. Here, at last, I had a

chance of clearly seeing him. I had never set eyes on him before, so much was certain. He

was small, as I have said; I was struck besides with the shocking expression of his face, with

his remarkable combination of great muscular activity and great apparent debility of

constitution, and — last but not least — with the odd, subjective disturbance caused by his

neighbourhood. This bore some resemblance to incipient rigor, and was accompanied by a

marked sinking of the pulse. At the time, I set it down to some idiosyncratic, personal

distaste, and merely wondered at the acuteness of the symptoms; but I have since had

reason to believe the cause to lie much deeper in the nature of man, and to turn on some

nobler hinge than the principle of hatred.

This person (who had thus, from the first moment of his entrance, struck in me what I can

only describe as a disgustful curiosity) was dressed in a fashion that would have made an

ordinary person laughable: his clothes, that is to say, although they were of rich and sober

fabric, were enormously too large for him in every measurement — the trousers hanging on

his legs and rolled up to keep them from the ground, the waist of the coat below his

haunches, and the collar sprawling wide upon his shoulders. Strange to relate, this ludicrous

accoutrement was far from moving me to laughter. Rather, as there was something

abnormal and misbegotten in the very essence of the creature that now faced me —

something seizing, surprising and revolting — this fresh disparity seemed but to fit in with

and to reinforce it; so that to my interest in the man’s nature and character, there was added

a curiosity as to his origin, his life, his fortune and status in the world.




Revision activities

Starter activities

1. Gothic settings. Urban vs rural – begin revising setting in the novel by

considering Stevenson’s choice to set this in an urban area. Get students to divide

their page in half, one side for ‘rural’ and one side for ‘urban’. Then, show students

a series of images for inspiration and get them to consider the advantages of using a

country or city setting when writing a piece of horror fiction. Finish with the key

question: ‘Why does Stevenson choose to set the novel in the city of London?’ This

can also be extended for AQA students who need to consider his biographical

context. AO3

2. Unscrambling themes. For a quick warm up, get students to unscramble the

words linked to key themes within the text. The fastest group/individual could be

awarded a prize! To extend this task, students could rank them in order of what

they feel is most to least important and justify their top and bottom choices. AO1

ISOLATION ATISIONOL

DUALITY YTIALDU

REPUTATION UTANOITREP

SECRECY YCESECR

VIOLENCE VEINOCLE

CONFLICT TCCOILNF

SCIENCE ENCSCIE

REPRESSION RSEIPNROES

CURIOSITY CSTYURIOI

3. Character. Jekyll or Hyde? Which personality trait belongs to whom? Use

Teachit interactive resource 24182 Jekyll or Hyde? to establish the contrasts

between Jekyll and Hyde. AO1



4. Context. Recap the key context of the novel through the quick quiz questions

below. AO3

What crimes do you think were most common in Victorian Britain?

What did Darwin believe about humans? For an extra point: Why might this

link to the novel?

Name two places where Stevenson lived during his life.

Why might people connect Jack the Ripper to the story?

List 3 features of Gothic fiction.

What, if anything, was ‘divided’ within Victorian society?

What did Victorians/Victorian society rate as important?

Name one other novel written by Stevenson.

What was beginning to challenge religion in Victorian times?

What factors in Stevenson’s life might have inspired/affected his writing of

the novel?


1. Real-life setting. Get students to engage with the London setting by showing

them extracts from an 1888 article ‘An Autumn Evening in Whitechapel’ and an

1862 article ‘Whitechapel Road on a Saturday Night’. (You’ll find these by typing

the article headings into Google.) They should summarise their impressions in

mind map form. You could also use Teachit resource 24027 Reactions to Victorian

London, referenced in Week 1 of this pack. This activity is particularly useful for

AQA students, who could be encouraged to link their ideas to their knowledge of the

Victorian era as a whole. AO3

2. Applying the story structure. After recapping the main plot’s events, get

students to consider how Stevenson has structured the novel to create suspense.

Use Teachit resource 24194 The structure of the novel, to introduce the idea of a

typical story structure. Ask students to explore how or to what extent the novel fits

this structure. AO1

3. Theme matching. Use Teachit interactive resource 24183 Theme matching to get

students to explore themes in the text further. Matching the themes with the

relevant quotations will lead to interesting discussion, especially as some quotations

could apply to more than one theme. AO1

4. Character – who said what? Recap key quotations to help students remember

who said what, to whom and when. This is a good way of getting students to revise

key parts of the text too! Use Teachit resource 24195 Who said what? to support this

activity. AO1



5. Context recap. Give students (in groups) a series of topics which link to the

context of the novel by placing slips into envelopes. Create a competitive

atmosphere by getting students to open the envelopes and give them a short time

limit to write down as many facts about the context of the novel as they remember.

The team with the most correct facts wins! AO3


1. Exploring structure. Use Teachit resource 24200 Exploring structure, to

develop students’ awareness of the way in which the novel is structured. AO1, AO2

2. Theme mind maps. Distribute key themes to groups of students using the list

from the ‘Unscrambling themes’ starter activity. Ask students to work in groups to

mind map all the ideas they have linked to key themes, finding 5 key quotations.

Groups could extend this by ordering their points from most to least important.

AO1

3. Character: Jekyll/Hyde in depth. To encourage exploration of the character of

Jekyll/Hyde, get students to create large posters which consider the duality of this

character. In groups, students draw a silhouette of a person onto paper, or, if you

have large rolls of paper available, they could even draw around one group member.

They should then draw a line down the middle to split the silhouette in two. In the

centre of the silhouette, they should write down words which summarise character

as well as key quotations which describe this character. Outside the silhouette, they

should write down how readers might respond to the character. For an extra

challenge, higher ability students should write down analytical comments beside the

quotations (in another colour). The most detailed (and accurate) diagram should be

awarded the winning prize. The winners could be asked to present their silhouette

and accompanying ideas to the rest of the class. AO1, AO2

4. Context (AQA). There are some great short videos on the British Library website

which summarise the world of the Victorians. Remind students of issues related to

technology, class and crime by viewing some of these clips. There is also quite a

good introduction to Stevenson by Nigel Planer. The links to these clips can be

found below. AO3

Stevenson introduction: www.youtube.com/watch?v=-h2lhMEnx9s

Victorian context:

www.bl.uk/learning/histcitizen/victorians/victorianhome.html

The role of Mr Utterson. Recap on the role Mr Utterson and consider

why Stevenson deviates from his viewpoint in the last two chapters. You

might find that Teachit resource 5466 The role of Mr Utterson is useful for

getting students to reflect back on the entire story using a variety of tasks

including mind mapping and summative exercises.

https://www.youtube.com/watch?v=-h2lhMEnx9s

http://www.bl.uk/learning/histcitizen/victorians/victorianhome.html



5. Setting Summary. Students can explore the importance of the changing setting

using Teachit resource 7119 The significance of place in Dr Jekyll and Mr Hyde.

This helpful question sheet gets students thinking beyond just how setting can

contribute to atmosphere in the novel – linking to wider themes such as class and

Victorian society and ideals. AO2, AO3

Plenary activities

1. More on setting. Show students the image of John Hunter’s House, the potential

inspiration for the house with two entrances that is described in the novel. An

image of this can be found on the British Library website, along with some

information about the way in which the doctor, and house, may have inspired

Stevenson. The link can be found below. AO3

John Hunter’s House: www.bl.uk/collection-items/john-hunter-residence

2. Quotation hunt. Give students (either individually or in groups) a list of

techniques that are present in The Strange Case of Dr Jekyll and Mr Hyde (for

example: pathetic fallacy, simile, use of senses, adverbs, adjectives, heightened

language, and dramatic dialogue). The first student(s) to find a quotation which

correctly uses each technique is the winner. This is useful for familiarising students

with the overall text. AO1

3. Character. Allocate students a character each. They must choose a moment

which their character is involved in within the novel and then write for ten minutes

from that person’s point of view, exploring their thoughts and feelings. Students

should then share their pieces, getting others to guess which character’s point of

view they were writing from and which chapter/whereabouts in the book this comes

from. AO1


Revision research. Get students to RAG rate themselves in terms of their levels of

understanding for a range of relevant parts of the text using the resource RAG rating.

Then, give students the opportunity to extend their understanding and notes by

completing online research. Encourage them to use a range of websites, to put notes in

their own words and to write down questions they still want to ask whilst they are

completing this activity (which the teacher can then respond to). AO1, AO2

Quote revision. Reminding students of the closed book nature of the exam, get them

to find 15-20 short quotations which they think are key to the text. Students should be

http://www.bl.uk/collection-items/john-hunter-residence



encouraged to revise these and then test each other – a good way to help them learn

and share ideas. AO2


Speed planning. Using some specimen papers from the relevant exam board, and

some of your own creation, get students to practise planning exam answers. Begin by

giving students 15 minutes to plan as a group, then shorten this to 10 minutes as a pair,

then finally 5 minutes as individuals. AO1, AO2, AO3

Final practise. Get students to do a timed exam practice question under exam

conditions to once again familiarise them with the environment and procedure

(including not allowing access to the text). AO1, AO2, AO3





Week 6 resources


Jekyll or Hyde? (24182) 137 Starter 3

The structure of the novel (24194) 138 Introduction 2

Theme matching (24183) 140 Introduction 3

Who said what? (24195) 141 Introduction 4

Exploring structure (24200) 145 Development 1

The role of Mr Utterson (5466) 146 Development 4

The significance of place in Dr Jekyll and Mr Hyde

(7119) 148 Development 5

RAG rating 149 Extension activity

Jekyll or Hyde? (24182)







The structure of the novel (24194)


Tension grid for The Strange Case of Dr Jekyll and Mr Hyde

Task: Working in groups decide on the level of tension in your chapter and plot it on the grid below. Then, in discussions with other groups or as a

whole class, plot the tension level of each of the other chapters. Finally, join up the lines to reveal a tension graph for The Strange Case of Dr Jekyll

and Mr Hyde.

The structure of the novel (24194)


Structure terminology

Below are some terms often used to describe the structure of a story. These are based on a theory

devised by playwright and novelist Gustav Freytag and the graph below is often referred to as

‘Freytag’s pyramid’ or ‘Freytag’s triangle’.

Task: Read through the terms below and highlight the key words.

Exposition – the introduction of central characters, possible background information explained,

the establishing of setting. Usually a problem or question is evident to ‘hook’ the readers.

Rising action – a series of events occur which lead up to the main dramatic point of the story.

These events often increase in tension or complexity adding to the detail of the narrative.

Climax – also known as the turning point in the story, this can often be a point of high action and

sometimes means that the main character changes in some way.

Falling action – the issues or problems in the text begin to be resolved or explained.

Resolution – usually any issues, problems or questions are resolved and completely answered,

removing readers’ feelings of anxiety or tension that might have been present earlier in the

narrative.

Story structure graph

Extension: Does The Strange Case of Dr Jekyll and Mr Hyde fit the story model or not? Which

parts do you think are different and how might this affect the reader’s experience of the novel?

Theme matching (24183)







Who said what? (24195)


For each of the following quotations, decide who said it, to whom, and (if you can) where in the book it comes from.

Quotation Who said it? To whom? In which chapter?

1) “there’s a rather singular resemblance; the two hands are in many points identical: only differently sloped.”

2) “It can make no change. You do not understand my position,”

3) “You stay too much indoors … You should be out, whipping up the circulation …”

4) “Tell him I cannot see anyone,”

5) “I have had a shock … and I shall never recover.”

6) “I am ashamed of my long tongue. Let us make a bargain never to refer to this again.”

7) “I only ask for justice; I only ask you to help him for my sake, when I am no longer here.”

8) “I don't like it, sir — I wish I may die if I like it.”

9) “It is now ten; I must go home and read these documents in quiet; but I shall be back before midnight, when we shall send for the police.”



Answers:

1) Mr Guest to Mr Utterson, Chapter 5

2) Dr Jekyll to Mr Utterson, Chapter 3

3) Mr Utterson to Dr Jekyll, Chapter 7

4) Mr Hyde to Poole and Utterson, Chapter 8

5) Dr Lanyon to Mr Utterson, Chapter 6

6) Mr Enfield to Mr Utterson, Chapter 1

7) Dr Jekyll to Mr Utterson, Chapter 3

8) Mr Poole to Mr Utterson, Chapter 8

9) Mr Utterson to Mr Poole, Chapter 8

Exploring structure (24200)


Complete the following activities to reflect on the structure of The Strange

Case of Dr Jekyll and Mr Hyde.

1. There are multiple narrators in the overall story of The Strange Case of Dr Jekyll and

Mr Hyde.

List the different narrators

How does having different narrators impact upon the reader?

What theme in the novel does this extend?

2. Which chapters end with cliff-hangers? List all you think are applicable and decide

which you think is most tense and why.

3. The table below shows all the chapter titles that Stevenson has used to divide the novel

up. If you were able to change these titles, what would you choose? Write your ideas

in the column on the right.

Stevenson’s chapter title Your chapter title

Story of the door

Search for Mr Hyde

Dr Jekyll was quite at ease

The Carew murder case

Incident of the letter

Remarkable incident of Dr Lanyon

Incident at the window

The last night

Dr Lanyon’s narrative

Henry Jekyll’s full statement of the case

The role of Mr Utterson (5466)


Mr Utterson is a key character in Dr Jekyll and Mr Hyde. He is closely involved with

much of the storyline. He also acts as a guide for the reader, and in some ways experiences

feelings and reactions that we, as readers, might be expected to share. He is therefore very

important to the whole reading process.

Consider the questions in the diagram below to help you explore Utterson’s

function within the story.

The role of Mr Utterson (5466)


Note his connections with the plot:

He strolls through the city with Richard Enfield and in doing so begins the tale.

He acts as Jekyll’s lawyer.

He is a friend of Lanyon and thus invited to his house.

An envelope addressed to him is found on the body of Sir Danvers Carew. The victim was

beaten to death with a stick that he had presented to Jekyll.

He leads the officer to Hyde’s house.

He visits Lanyon just before his death and later attends his funeral. He is entrusted with

Lanyon’s letter.

He witnesses Jekyll’s fear at his window.

He is finally visited by Poole and breaks down the door to the cabinet before discovering

Hyde’s body.

He is given the final documents that reveal the truth.

Note his description in the opening pages:

In what ways is he described as a suitable guide or investigator?

Note that he often acts rather like a detective:

He is puzzled, fascinated and slightly frightened by what he learns of Hyde. He therefore d

ecides to investigate.

He goes to meet Lanyon.

He reads the will again.

He seeks out Hyde.

He visits Jekyll, and finding him to be out, questions the servants.

He visits Jekyll again and talks with him about the case.

He helps to investigate the murder.

He visits Jekyll in his laboratory and has the handwriting of the note from Hyde checked.

Poole seeks him out to help solve the final mystery and it is Utterson who visits the

laboratory and cabinet, reads the notes that Jekyll has sent out, breaks in and finds the

body, searches for evidence, finds the envelope and reads both final narratives.

Find five different quotations that show Utterson acting like a detective, either by taking decisive

action, carrying out an investigation, or making a deduction. Remember to include page references

for all of your examples.

We are told about how Utterson responds to key incidents and how he feels about them. We may

experience similar feelings; he may act as our representative in some parts of the story. (What

feelings, for example, emerge on page 45?)

He vanishes at the end and we are never able to find out how he feels about the final revelations.

Why do you think Stevenson does this?

NB All page references relate to the Penguin Classics 2002 edition

The significance of place in Dr Jekyll and Mr Hyde (7119)


In one sense the different places that we visit in the story can be seen as symbols of the

divided 19th century society, in which the rich lived a very different life from the poor,

sometimes in parts of the city which were geographically quite close. In a similar way

Jekyll and Hyde represent the two very different sides of human beings, contained within

the same person.

The different places and settings often have an important part to play in the plot, but they

are also sometimes metaphors of other ideas that lie behind the action.

Find examples of where doors and windows are important in the story.

Look, for instance, at Chapter one, Chapter seven and Chapter eight. How

does Stevenson use the doors and windows? How are they connected with

Jekyll’s fate? Are the different exits and entrances somehow linked with

Jekyll’s transformation into Hyde and back again? What might they

symbolise, represent, stand for? What exactly happens at each door or

window?

Jekyll’s house, pages 23/4. What does it tell us about him?

His laboratory, page 26. What view do we have of the world of science in the tale?

How is the room described, here and elsewhere? Look at the mood established by

the weather on page 43, on the way to Jekyll’s house.

What echoes does the story have of what you know about Darwin, about

Frankenstein, about Faust? Darwin is best known for his connection with the

theory of evolution, which details man’s development from ape-like ancestors.

Frankenstein was an early 19th century novel in which a scientist of that name,

carried away by a determination to achieve fame through the study of secret and

occult sciences, created a monster which destroyed him. Faust was a legendary

philosopher who sold his soul to the devil for absolute power and knowledge while

he was alive. Too late he was forced to recognise the existence of Hell, which he

had always doubted.

What impression are you given of Soho, the area in which Hyde lives? (pages

23/24)

Where in the story are there descriptions of the weather that contribute to the

atmosphere, the mood of the tale?

Why does Stevenson set the events of pages 66/67 in Regent’s Park?

What is Utterson’s home like? (page 11 etc.) Does it reflect his character in any

way?

NB All page references relate to the Penguin Classics 2002 edition

RAG rating


Reflect upon your understanding of the following important aspects of the novel.

Colour the boxes ‘green’ where you feel completely confident, ‘amber’ where you feel you

have some insecurities and ‘red’ where you feel really unconfident with the topic.

Topic RAG

The narration and character of Mr Utterson

The character of Dr Jekyll / Mr Hyde

The theme of secrecy and repression

The theme of duality

The theme of science (versus the supernatural)

The theme of violence

The importance of setting

Stevenson’s style and language (and how this adds to atmosphere)

The overall structure of the novel

The structure of the examination

The plot and important events

The social, historical, biographical and cultural context (if you are studying the AQA specification)

Now, choosing the sections you feel least confident with, use the internet to help develop

your understanding and add to your notes. You may find the following websites useful:

BBC Bitesize: www.bbc.co.uk/schools/gcsebitesize/english_literature/prosejekyllhyde/

LitCharts: www.litcharts.com/lit/dr-jekyll-and-mr-hyde

SparkNotes: www.sparknotes.com/lit/jekyll/

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/prosejekyllhyde/

http://www.litcharts.com/lit/dr-jekyll-and-mr-hyde

http://www.sparknotes.com/lit/jekyll/

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