Day$3$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde:$$

Social$Sciences$and$Constructs$of$Difference$$

Objectives:$• Learning(Goal(#1:$Students$will$identify$and$analyze$literary$works$within$their$

specific$socio>historical$context.$o Objective:$$Students$will$identify$and$explain$a$theme(s)$or$interpretation(s)$

of$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde$that$incorporates$and$references$the$socio>historical$context$of$Victorian$era$England.$

• Learning(Goal(#2:$Students$will$demonstrate$comprehension$by$identifying$evidence$and$using$that$evidence$as$the$basis$for$an$interpretation$of$literary$works.$

o Objective:$$Students$will$find$and$cite$textual$evidence$that$supports$any$identified$analysis$or$interpretation$of$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde.$$

Standards:$GPS$

• ELABLRL1(The$student$demonstrates$comprehension$by$identifying$evidence$(i.e.,$examples$of$diction,$imagery,$point$of$view,$figurative$language,$symbolism,$plot$events,$main$ideas,$and$characteristics)$in$a$variety$of$texts$representative$of$different$genres$(i.e.,$poetry,$prose$[short$story,$novel,$essay,$editorial,$biography],$and$drama)$and$using$this$evidence$as$the$basis$for$interpretation.$

• ELABLRL2(The$student$identifies,$analyzes,$and$applies$knowledge$of$theme$in$a$work$of$British$and/or$Commonwealth$literature$and$provides$evidence$from$the$work$to$support$understanding.$

• ELABLRL3(The$student$deepens$understanding$of$literary$works$by$relating$them$to$their$contemporary$context$or$historical$background,$as$well$as$to$works$from$other$time$periods.$

CCGPS$• ELACC11612RL1:$Cite$strong$and$thorough$textual$evidence$to$support$analysis$

of$what$the$text$says$explicitly$as$well$as$inferences$drawn$from$the$text,$including$determining$where$the$text$leaves$matters$uncertain.$

• ELACC11612RL2:$Determine$two$or$more$themes$or$central$ideas$of$text$and$analyze$their$development$over$the$course$of$the$text,$including$how$they$interact$and$build$on$one$another$to$produce$a$complex$account;$provide$an$objective$summary$of$the$text.$

• ELACC11612RL3:$Analyze$the$impact$of$the$author’s$choices$regarding$how$to$develop$and$relate$elements$of$a$story$or$drama$(e.g.,$where$a$story$is$set,$how$the$action$is$ordered,$how$the$characters$are$introduced$and$developed).$

• ELACC11612RL5:$Analyze$how$an$author’s$choices$concerning$how$to$structure$specific$parts$of$a$text$(e.g.,$the$choice$of$where$to$begin$or$end$a$story,$the$choice$to$

provide$a$comedic$or$tragic$resolution)$contribute$to$its$overall$structure$and$meaning$as$well$as$its$aesthetic$impact.$

• ELACC11612W1:$Write$arguments$to$support$claims$in$an$analysis$of$substantive$topics$or$texts,$using$valid$reasoning$and$relevant$and$sufficient$evidence.$

o a.$Introduce$precise,$knowledgeable$claim(s),$establish$the$significance$of$the$claim(s),$distinguish$the$claim(s)$from$alternate$or$opposing$claims,$and$create$an$organization$that$logically$sequences$claim(s),$counterclaims,$reasons,$and$evidence.$

o b.$Develop$claim(s)$and$counterclaims$fairly$and$thoroughly,$supplying$the$most$relevant$evidence$for$each$while$pointing$out$the$strengths$and$limitations$of$both$in$a$manner$that$anticipates$the$audience’s$knowledge$level,$concerns,$values,$and$possible$biases.$

o c.$Use$words,$phrases,$and$clauses$as$well$as$varied$syntax$to$link$the$major$sections$of$the$text,$create$cohesion,$and$clarify$the$relationships$between$claim(s)$and$reasons,$between$reasons$and$evidence,$and$between$claim(s)$and$counterclaims.$

o d.$Establish$and$maintain$a$formal$style$and$objective$tone$while$attending$to$the$norms$and$conventions$of$the$discipline$in$which$they$are$writing.$

o e.$Provide$a$concluding$statement$or$section$that$follows$from$and$supports$the$argument$presented.$

• ELACC11612SL1:$Initiate$and$participate$effectively$in$a$range$of$collaborative$discussions$(one>on>one,$in$groups,$and$teacher>led)$with$diverse$partners$on$grades$11>12$topics,$texts,$and$issues,$building$on$others’$ideas$and$expressing$their$own$clearly$and$persuasively.$

o a.$Come$to$discussions$prepared,$having$read$and$researched$material$under$study;$explicitly$draw$on$that$preparation$by$referring$to$evidence$from$texts$and$other$research$on$the$topic$or$issue$to$stimulate$a$thoughtful,$well>reasoned$exchange$of$ideas.$

o b.$Work$with$peers$to$set$rules$for$collegial$discussions$and$decision>making,$set$clear$goals$and$deadlines,$and$establish$individual$roles$as$needed.$

o c.$Propel$conversations$by$posing$and$responding$to$questions$that$probe$reasoning$and$evidence;$ensure$a$hearing$for$a$full$range$of$positions$on$a$topic$or$issue;$clarify,$verify,$or$challenge$ideas$and$conclusions;$and$promote$divergent$and$creative$perspectives.$

o d.$Respond$thoughtfully$to$diverse$perspectives;$synthesize$comments,$claims,$and$evidence$made$on$all$sides$of$an$issue;$resolve$contradictions$when$possible;$and$determine$what$additional$information$or$research$is$required$to$deepen$the$investigation$or$complete$the$task.$

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Lesson$Description:$• Opening:$

o Students$will$view$“Hyde$and$Tweet”$and$“Hyde$&$Hare”$(Looney$Tunes$versions$of$Jekyll$and$Hyde).$

! This$should$take$about$15$minutes.$• Work$Period:$

o (1)$After$viewing$“Hyde$and$Tweet”$and$“Hyde$&$Hare”$students$will$complete$a$quick$write.$$In$this$quick$write,$students$will$address$the$following$prompt:$

! Describe$Jekyll/Hyde’s$respective$appearances$in$the$cartoon$shorts$and$compare$and$contrast$them$with$each$other$and$the$descriptions$of$Jekyll/Hyde$within$the$text.$$How$does$the$way$that$Jekyll/Hyde$is$presented$in$these$respective$depictions$change$or$provide$a$specific$meaning$to$the$narrative?$

• After$the$quick$write,$students$will$share$their$responses.$$This$activity$(quick$write$and$share$out)$should$take$25>35$minutes.$

o As$a$follow$up$after$sharing$responses$to$the$quick$write,$I$will$put$the$word$atavism$up$on$the$board.$

! After$going$over$the$definition$of$atavism,$I$will$ask$the$students$to$locate$examples$of$the$concept$in$the$text$and$share$them$out$with$the$class.$

• This$may$take$anywhere$from$5>10$minutes.$$After$they$share$out$their$examples,$I$will$provide$links$between$atavism$in$the$text$and$other$concepts$we’ve$touched$on$in$class$(e.g.,$Darwinism,$phrenology,$criminal$anthropology,$etc.)$and$ask$the$students$whether$or$not$these$ideas$influence$their$perception$of$Hyde.$$$

o (2)$After$the$quick$write$and$subsequent$discussion,$students$will$discuss$the$articles$assigned$for$homework$reading$during$the$previous$class.$$$

! These$articles$are$Garrett’s$“Instabilities$of$Meaning,$Morality$and$Narration,”$Brantlinger’s$“An$Unconscious$Allegory$about$the$Masses$and$Mass$Literacy,”$and$Linehan’s$“Sex,$Secrecy$and$Self>Alienation$in$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde.”$

• This$activity$should$take$the$remainder$of$the$class.$$$Homework$

• Finish$reading$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde$by$completing$the$following$chapters:$“Dr.$Lanyon’s$Narrative”$through$“Henry$Jekyll’s$Full$Statement$of$the$Case.”$

• Complete$Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde$Study$Questions$Handout$#2$• Find$at$least$one$fact$about$technology$and$technological$innovation$in$the$Victorian$

era.$$Students$may$use$other$sources,$but$they$should$be$advised$to$examine$Victorian$Web,$which$can$be$accessed$at$http://www.victorianweb.org.$$

$

Materials:$• “Hyde$and$Tweet”$(available$at$

http://www.dailymotion.com/video/xafbpm_looney>tunes>tweety>sylvester>hyde_fun)$and$“Hyde$and$Hare”$(available$at$http://www.youtube.com/watch?v=nGm8sB_6koU)$(

• Strange(Case(of(Dr.(Jekyll(and(Mr.(Hyde(• Articles:$$$

o Garrett,$Peter$K.$“Instabilities$of$Meaning,$Morality$and$Narration”$$o Brantlinger,$Patrick$“An$Unconscious$Allegory$about$the$Masses$and$Mass$

Literacy”$$o Linehan,$Katherine$“Sex,$Secrecy$and$Self>Alienation$in$Strange(Case(of(Dr.(

Jekyll(and(Mr.(Hyde.”$• Pen/Pencil$and$Paper$

$Assessment:$

• Formative$assessment$through$students’$quick$writes.$• Class/Group$participation$(0>3$scale$of$points$to$be$added$to$student’s$unit$grade)$

measured$by$completion$of$quick$writes$and$participation$in$discussion.$

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