Stage 1: Desired Results

Established Goals (the major takeaways)

 Students will practice sophisticated close reading, annotation, and evidence selection for
argumentation.

 Students will research the history of the Victorian era including its political, social, cultural,
and religious ideologies.

 Students will interrogate the relationship between history and literature.

 Students will understand, identify, and apply the following themes to their reading of the text:
Duality, the dangers of Knowledge and Science, Alcoholism, Class Hierarchies, Silence,
Violence, and Psychoanalysis.

Essential Questions: Enduring Understandings:

 What is the relationship between literature and  Literature can respond to and rewrite history
history? and culture

 How does perspective affect a story?  There are multiple ways to read and to
understand one text.

Students will know… Students will be able to…

 Victorian history and culture in regards to the
scientific revolution, the divide between classes,
the literary traditions, the use of alcohol, the
common criminal news, the biography of Robert
Louis Stevenson.
 Vocabulary
 Close read, annotate, and select evidence for
argumentation.
 Understand, identify, and apply major
themes in the text.
 Report on Victorian history and culture and
apply that knowledge to their reading.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

 Mini group presentation on Victorian  Annotation checks
history and culture  Check-ins
 Journal response
 Jekyll & Hyde collected essays
 Vocab quiz

Stage 3: Learning Plan

Day One:
I. Intro: Good versus Evil (across texts)
A. Ask students to chart “Good” and “Evil” in each of the texts that we’ve read. What
conclusions can they make about Good and Evil in English literature thus far?
B. (Transition to Jekyll and Hyde--an infamous allegory about “Good” and “Evil”)
II. Intro: Victorian Period
A. Give students information about Victorian Period-- Powerpoint
B. Assign students a Jigsaw research WS to discover the social rules of Victorian Society
1. Knowledge/Science
2. Alcoholism
3. Crime
4. Class Etiquette and Hierarchy

Homework: Complete your research and come in prepared to present the information to the class in a 5
minute mini presentation

Day Two:
I. Jigsaw presentation #1: Alcohol
II. Intro to close reading project
III. Read “Story of the Door” with think alouds
1. Ask students to say stop if they see a clue in their category, with a special attention to
alcohol for today.
2. Ask the students to consider the symbolism of the setting and to find examples of
double-natured things in the text

Homework: Read “Search for Mr. Hyde” and “Dr. Jekyll Was Quite at Ease”

Day Three:
I. Annotation check
II. Jigsaw presentation #2: Class Etiquette and Hierarchy
III. Meet with groups to consolidate and analyze evidence
IV. Activity: analyzing class in Jekyll and Hyde

Homework: Read “The Carew Murder Case,” “Incident of the Letter,” and “Remarkable Incident of
Dr. Lanyon”

Day Four:
I. Vocab Quiz
II. Jigsaw presentation #3: Crime
III. Skits or comprehension activity dealing with crime and scandal:
1. Conversation between Utterson and Jekyll
2. Conversation between witness and Inspector
IV. Meet with groups to consolidate and analyze evidence

Homework: Read “Incident at the Window” and “The Last Night”

Day Five:
I. Annotation check
II. Jigsaw presentation #4: Science and Knowledge
 III. Read “Dr. Lanyon’s Narrative” paying attention to the role of science and other motifs
IV. If time, students can meet with groups to consolidate and analyze evidence

Homework: Read “Dr. Jekyll’s Full Statement of the Case”

Day Six:
I. Annotation check
II. Recap ending
III. Harkness discussion of the ending
1. Jekyll’s motivations: what is Jekyll’s vice?
2. Jekyll’s narration
3. Homicide or suicide?
4. Is the letter kept a secret by Mr. Utterson?
IV. Intro to Freudian Theory
1. Stevenson’s dream
2. Are Jekyll & Hyde truly two or truly one?
V. Journaling: Use evidence to craft an argument about Hyde as a metaphor for a Victorian fear.
VI. Introduction to the writing assignment: a choice of personal essay, analytical essay, historical
report, or creative short story that engages the relationship between history and literature in
Jekyll and Hyde, while complicating our understanding of Jekyll’s story.

Homework: Begin drafting your paper

Day Seven:
I. Writing Day

Homework: Complete a draft of your paper

Day Eight:
I. Grammar
II. Critical friends peer review

Homework: Make necessary revisions

Day Nine:
I. Grammar
II. Critical friends peer review
III. Complete necessary revisions

Homework: Grammar exercises

Day Ten:
I. Critical friends final peer review: responding to Ms. R’s feedback
II. Writing day

Homework: Final copies due Day Twelve

Day Eleven:
 I. Grammar
II. Revisions

Homework: Finish final drafts