Whilst reading ‘The Last Night’ and ‘Dr Lanyon’s Narrative’ you might want to keep in mind the following: How Poole describes Hyde – look out for those references to him being an ape etc. How does this link to Darwin’s theories? The description of setting: “It was a wild, cold, seasonable night of… Continue reading Dr Jekyll and Mr Hyde
This is a wonderful sketch of the house from the description in chapter 1. Annotated to show inferential skills.
We’ve been trying to write in detail, linking the description of Jekyll to some historical context. We discussed the repressed morality of late Victorian Britain as well as the fear of progress in the human, natural and medical sciences. We looked at a bit of a contrived example that I wrote (trying to pack everything… Continue reading Dr Jekyll and Mr Hyde – linking character to context
The new spec is giving me every excuse to indulge in using great extracts from a range of texts. We looked at an extract from Shirley Jackson’s Haunting of Hill House and also used the corresponding extract to the film to stimulate discussion. Setting the scene… Show this image of the two characters, Eleanor and… Continue reading Teaching the critical evaluation question – The Haunting of Hill House
Some brilliant character maps for Jekyll and Hyde
We’ve been using images to stimulate inference and discussion about themes, messages, social and historical context. Here are some of the results. We put single images on the desk and pupils moved round the class annotating. They then had a sheet containing all the images and selected the best ideas to add to their collection.… Continue reading Dr Jekyll and Mr Hyde: using images
Critical evaluation begins with students being able to discuss texts with some confidence. I used a Socratic talk activity here. If you’re not sure what Socratic talk is then take a look here. In brief, it’s a way of engaging the whole class in discussion and reflection on discussion. Get your main discussion group together… Continue reading Teaching the ‘critical evaluation’ question 4 on paper 1 AQA: part one – through Socratic talk
I’ve been thinking about some different ways of engaging students in the task of polemical writing or ‘writing for impact’ as the new AQA specs call it. As a marker, I’m always seeing candidates’ writing littered with little acronyms (some of them not so little) in the margins of their work – A FOREST, DA… Continue reading Writing for Impact
Here are a couple of slides to help you with research into context…
Mr Hanson's English 