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Year 10 - English

'Jekyll and Hyde': examining Mr. Hyde as the embodiment of evil

Jekyll & Hyde: duality and evil

Unit Summary

In this unit, pupils complete their first reading and exploration of 'Dr Jekyll and Mr Hyde'. They read the novella in full, before thinking about the importance of the Gothic, science and religion. They then explore key characters and essay writing before writing about duality in the novella.

Lesson Summary

You will learn to identify and analyse quotations which present Hyde as a dangerous character.

Key Notes

  • Stevenson initially introduces Hyde through anecdotes and dream sequences - creating a sense of mystery.
  • Through Hyde's actions and Stevenson's description of him, Hyde could be described as the embodiment of evil.
  • When selecting quotations, they should be analysable and adaptable.
  • Select quotations that include interesting words, devices, connotations or give opportunities to explore symbolism.

Vocabulary To Learn

  • Antagonist: A character or force opposing the protagonist; a person who actively opposes or is hostile.
  • To proceed: To move forward; continue with a course of action; advance or go on.
  • Embodiment: A tangible or visible form of an idea, quality, or feeling; a perfect example.
  • Juggernaut: A powerful, unstoppable force or institution that crushes everything in its path.
  • Troglodytic: Primitive or prehistoric; relating to or resembling a cave dweller; uncivilised or brutish.

Common Mistakes To Avoid

  • Any quotation that supports your argument can be used.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

Stevenson initially introduces Hyde through anecdotes and dream sequences - creating a sense of mystery. Through Hyde's actions and Stevenson's description of him, Hyde could be described as the embodiment of evil.

2. Define this language term and use it in a sentence. 'Antagonist'

A character or force opposing the protagonist; a person who actively opposes or is hostile.

3. Correct this common English misunderstanding.

Mistake: Any quotation that supports your argument can be used. Correction: Select a quotation from learning cycle 1, such as "it wasn't like a man" and ask how much pupils could say about the quotation.

More Lessons In This Unit

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