sample excerpt

The Strange Case of Dr Jekyll & Mr Hyde

© www.teachit.co.uk 2015 24236 94

Route through week 4

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

Introduction activities

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

Development activities

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

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

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

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

Resource Page Activity

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



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 24176 into the search bar.

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

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

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.

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