Jekyll and Hyde: the scheme in five minutes

Transcript

Introduction0:00

This is Between the Lines, and this is the walkthrough of our Jekyll and Hyde scheme of learning. I'm Hannah.

The scheme at a glance0:07

Jekyll and Hyde is written for Literature Paper 1, Section B, the nineteenth-century novel. It's 34 lessons of sixty minutes, which is about seven to nine weeks, with three levels of support throughout. The lessons run in five sequences: Context and Chapters 1 and 2, lessons 1 to 7; Chapters 3 to 5, lessons 8 to 13; Chapters 6 to 8, lessons 14 to 21; Chapters 9 and 10, lessons 22 to 29; Themes and the exam, lessons 30 to 34. There are five assessment points. Four of them are Feedback Loop kits, in lessons 6, 12, 20 and 28, each followed by a feedback lesson, and the fifth is the end-of-unit essay in Lesson 33, with its own feedback lesson after it.

One lesson0:52

Let me show you with Lesson 3, Story of the door. The big question is: How does Stevenson make Hyde's first act shocking? Apply is about fifteen minutes, and it has two parts. First you explode one quotation together. In this lesson it's "like some damned Juggernaut". Before you reveal anything, students try the four empty boxes on the first explode slide: method, zoom in, effect, purpose. Then you think aloud through the full version. The method is a simile, because Enfield cannot describe Hyde as a man, so he compares him to a crushing force. The word to zoom in on is "Juggernaut", a noun for a huge force that crushes whatever is in its path, with the adjective "damned" adding hell to the image. The effect: readers picture something heavy and unfeeling rolling over a child, which is more horrifying than anger would be. The purpose: from Hyde's first act, Stevenson suggests he may not be fully human. That is the whole analytical move the exam rewards, done out loud, once a lesson, for the whole scheme. Then the hinge question, on mini-whiteboards. Enfield says Hyde was "like some damned Juggernaut". What does the simile suggest about the attack? The right answer is A: Hyde crushed the child like an unstoppable force that feels nothing. And this is the bit I'd ask every teacher to use. The handbook tells you what each wrong answer means. A student who picks B, that Hyde was driving a heavy cart, has read the simile literally, so you remind them that a simile compares and start them on Securing. A student who picks C has noticed "damned" but turned Hyde into a victim, so you point to "trampled calmly" and ask whether a man who could not help himself would be calm. The hinge question is how you decide, in thirty seconds, who starts on which level of support. That's what it's for.

Three levels of support2:47

Master is the last twenty-five minutes, and it's where the three levels do their work. Everyone in the room answers the same task. In Lesson 3 it's: How does Stevenson make Hyde's attack on the girl shocking? Securing, aiming for a 4, gives a choice of exact quotations, here "trampled calmly over the child's body", "left her screaming on the ground" and "it was hellish to see", a worked example on a different quotation, and sentence starters for What, How and Why. Strengthening, aiming for grades 5 to 6, gives prompts instead of starters: a clear point for What, a quotation with a method named and one word zoomed in on for How, and a Why prompt asking what Stevenson wanted his readers in 1886 to feel about Hyde from his very first act, thinking about who the victim is and who tells the story, with a checklist. Soaring, aiming for grades 7 to 9, gives a debatable statement to argue with: Hyde's calmness is more shocking than the attack itself. How far do you agree? Two paragraphs, the second beginning with an alternative reading. Same extract, same question, same standard. Only the scaffolding changes.

Feedback Loop kits3:56

Four times in the scheme, the Master phase is a Feedback Loop kit: a twenty-five minute progress check that fits inside the lesson. You place the paragraph in one of the six AQA levels, using our indicative content for this task. There is no raw mark, and that's deliberate. A six out of thirty tells a student one thing, that they got six. A level, in AQA's own words, tells them what the paragraph does now and what the next one asks for.

Every scheme, the same shape4:23

That's the Jekyll and Hyde scheme. The same structure runs through every Between the Lines scheme, so a teacher who has taught one has taught the shape of all of them, and a student who moves classes mid-year lands in a lesson they recognise. Lesson 3 of every scheme is free at btl.education if you want to show a colleague what a lesson looks like before they open the folders. Thank you for watching, and I hope your classes enjoy Jekyll and Hyde as much as mine have.