Hi, there.

Welcome to today's lesson, thank you so much for joining me, great to see you today.

In today's lesson, as we continue to explore the novella, "The Strange Case of Dr.

Jekyll and Mr. Hyde," we are gonna be looking at some model essays.

Right, it's time to get started.

So you are gonna be using the model response that we're gonna look at today to help you refine your own writing, so you can write really interesting responses to questions about "The Strange Case of Dr.

Jekyll and Mr. Hyde." There are three key words in today's lesson.

You're gonna find each of these in the model response that we're gonna look at.

They are transgressions, clandestine, and to harbour.

So transgressions, well, that means a wrongdoing or offences against rules or moral standards, so I'm sure you can think about some of the transgressions that we see Dr.

Jekyll commit.

Now, clandestine means secretive or hidden, done in a concealed or sneaky way, and again, I can already see you making that connection between Jekyll's actions and this adjective.

And the verb, to harbour, means to shelter or to hide, providing a safe place for something.

Okay, in today's lesson then there are two learning cycles.

Firstly, we're gonna be understanding the success criteria of a great essay, and then we're gonna be thinking about how we use quotations effectively.

So we're gonna be looking at that model answer in the first learning cycle and then applying what we've learned from that to refine our own writing in the second learning cycle, specifically thinking about how quotations can be used effectively.

So let's start by thinking about the success criteria of fantastic essays.

So let's start with a discussion then.

What do you think makes a successful literature essay? If you've got a partner, now's the time to start having a conversation with them and throw some ideas out between you both, but don't worry if you're working by yourself.

If you're working by yourself, that's fine, you can think about this question or even make a few notes if you wish.

So pause the video, think about this question on the screen, and press Play when you're ready to continue.

Some really, really lovely ideas there, and well done to those of you who were really creating a list of many different things that make a successful essay.

Let's shine a spotlight on some of those fantastic things that you might have said.

So firstly, you might have talked about introductions and conclusions and you might have even mentioned that these are written using three-part structures.

Well done if you said something like that.

Well done if you talked about a well structured, clear, your essay should be well structured, but there should be a clear line of argument going from the instruction all the way through the main paragraphs of your essay through to that conclusion, that should be a really clear line, you should have a really clear argument.

And well done those of you said that actually, thinking about your spelling, punctuation and grammar and really thinking about having those sophisticated phrases, taking those sophisticated ideas and making sure you're writing them down in a really clear and sophisticated manner.

I heard other people talking about the use of evidence and we'll certainly be looking at this in our second learning cycle, but making sure that you're using both main and supporting quotations and making sure that they are judiciously chosen, they're well selected.

I really liked hearing people talking about using or analysing writers' methods and using terminology when we're doing that, and when we think about writers' methods, of course, we're thinking about their language choices, but we might be thinking about their structural choices, their choice of form, decisions they make regarding their characters, and always, always, always linking that to their purpose, the writer's intention.

That is really, really important, and that's gonna gonna link to that second point there about a clear line of argument.

A clear line of argument should always be anchored by the writer's intentions.

And, of course, well done if you mentioned context, the social, historical, literary context of the time that really impacted the text that we're looking at.

It's really important we know those things.

Again, it helps us think about the writer's intention.

Why did the writer choose to do or choose to write the things that they have done? So well done if you said all of those things.

Really important, actually, that you understand all these, 'cause actually applying this success criteria to a model answer is a great way of learning how to embed it into your own writing, so if you can recognise these things in a model answer, then it will really help you to incorporate these into your own writing, and that's what we're gonna be doing in the first learning cycle today.

But let's have a quick check before we move on.

Which of the following would you say is not or cannot be described as a writer's method? Is it, A, language devices, B, historical context, or C, structural choices? Pause the video, have a think, and press Play when you're ready to continue.

Well done if you said historical context.

Of course, that might have influenced the writer on why they made the decisions that they did in their text, but ultimately their methods, their methods of putting their message across will be their use of language or potentially their use of structure.

Okay, so we are going to read and analyse Izzy's essay today, and Izzy answered this question.

"Starting with chapter 7, explore how Stevenson presents the upper classes as duplicitous," okay? As untrustworthy, as maybe not always telling the truth and behaving in ways that they should do in "The Strange Case of Dr.

Jekyll and Mr. Hyde." So before we look at the essay, I want you to have a think, what ideas from the novella would you include in an essay if you were answering this question? Pause the video, if you've got a partner, you can work through this together, if you're working by yourself, you can just think through this to yourself.

So what ideas from the novella might you have included if you were thinking about this question? Pause the video, over to you.

Press Play when you're ready to continue.

I heard some great ideas, and well done, of course, those of you who started at chapter 7, chapter 7 being the incident at the window, so you could talk about how Jekyll was locking himself away, he clearly looked down, which means he knew what he was doing was wrong, he knew that the creation of Hyde was wrong.

I heard other people talking about the role Utterson and Enfield played in that chapter when they see something not quite right with Jekyll, but instead of going in to investigate, they turn around and walk away and agree to never speak of this again.

Obviously lots of you are bringing up ideas around Jekyll creating Hyde in the first place as a way of living out his immoral desires, and some of you talked about other characters, you know, Dr.

Lanyon knowing about Mr. Hyde but not doing anything about it, Utterson kind of hiding letters away rather than opening them and finding out the truth.

So lots and lots of ideas that we could bring into this essay, and, of course, there'll have been others that I did not mention, so well done for that discussion.

Okay, so we're going to read Izzy's essay.

It has been provided for you in your additional materials, so you do need to make sure that you have got a copy of that in front of you.

As we read through Izzy's essay together, I want you to consider why the essay is successful.

So some questions that I want you to have at the forefront of your mind as we read is, what is Izzy's overarching argument, what is she trying to argue? How does Izzy structure her response to ensure it's completely focused on her argument? And does Izzy's response make reference to the text as a whole or does it just focus on chapter 7? So again, make sure you've got a copy of that, the additional materials, on you.

I'm gonna read the essay to you, but I want all eyes reading through the essay as we go through this together.

So eyes on the page, let's get started.

"Starting with chapter 7, explore how Stevenson presents the upper classes as duplicitous in 'The Strange Case of Dr.

Jekyll and Mr. Hyde.

'" "'The Strange Case of Dr.

Jekyll and Mr. Hyde' by Robert Lewis Stevenson is a gothic novella exploring Victorian bourgeois values of respectability and restraint and the impact of repressing desire on the human psych.

In the chapter, Incident at the Window, Jekyll is presented as a tortured figure whose personality is starting to disintegrate.

By illustrating the internal struggle Jekyll is experiencing, Stevenson forces the reader to consider whether Jekyll's torment is entirely his own fault or whether it is a reflection of how the value system forced people to live duplicitous lives by hiding aspects of their personalities from the public.

In chapter 7, Stevenson presents Jekyll as an isolated figure, purposefully hiding himself from the rest of society following the murder of Carew.

Jekyll is very low and has become increasingly melancholy in the aftermath of Carew's murder, yet refuses to tell anyone the reason behind his own isolation, Hyde's disappearance, or the relationship between the two.

Stevenson mirrors Jekyll's duplicity in the description of the setting in the opening of the chapter, 'As though the court was still bright with sunshine, the evening also appears to be full of premature twilight.

' Jekyll is unable to commit to being fully open about his transgressions and moral failings and so chooses to isolate himself from the rest of society because he's unable to fully represent his true nature to wider society.

Through the phrase, premature twilight, Stevenson draws on the gothic trope of liminality, illustrating the idea that Jekyll is in a state of transition.

The adjective, premature, suggests that Jekyll has lost control of Hyde and can no longer decide when his darker instincts will take over him, also reminding the reader of the degrees and hues of the morning that Utterson sees Hyde's residence in Soho after the murder of Carew, despite it being 9:00 in the morning.

The simile, like some disconsolate prisoner, amplifies the idea of Jekyll's entrapment, and the reader is made to think that Jekyll is no longer in control, a stark contrast to his position in wider society.

The vague determiners, some suggest, that the once well-known and reputable scientist has been reduced to a figure, a relative anonymity, as he is forced to hide away from society.

This description starkly contrasts through the manner in which Jekyll presents himself.

Though he has become an increasingly forgotten member of the society at this point within the text, he reflects that he is the chief of sinners and the chief of sufferers also.

The use and repetition of the noun, chief, suggests that Jekyll views himself as the most significant figure within the discussion, suggesting a duality in the understanding of the self and how others perceive Jekyll at this point within the text.

Stevenson may therefore reflect upon how the upper classes are duplicitous as their self-understanding and concern outstrips the ways that they are viewed by others.

Jekyll is the victim of a society which refuses to accept others' flaws but is complicit in looking to find some sense of respectability through his isolation.

Through Utterson and Enfield, Stevenson demonstrates the restrictive elements of Victorian society, but also the clandestine nature of the upper classes to protect those that they view as similarly significant.

At the end of chapter 7, Utterson and Enfield catch a glimpse of Jekyll's transition into Hyde, yet they choose to turn and leave the court without a word.

The phrase, "The window was instantly thrust down," alludes to the theme of concealment, which is symbolised through the motif of doors, from the blistered and the stained door in the first chapter, onwards.

Stevenson further illustrates the powerful code of secrecy that existed through Victorian gentlemen through the structure of the novella itself.

The reader is forced to follow a series of clues to the story's final denouement, many of which appear in sealed documents, shared only after the author's deaths.

The reader knows Utterson regards Jekyll as a reputable, well-made man, with every mark of capacity and kindness.

However, Utterson repeatedly conceals what he has shown about Jekyll in order to protect his reputation.

The phrase, "Without a word," at the end of the extract, echoes the pact to made by Utterson and Enfield at the start of the novella in the story, The Door, in which they agree to never to refer to the incident again.

Though they know that the check from Hyde is made out in Jekyll's name, they do not want to taint Jekyll's public reputation, nor their own by association.

The reader is also drawn to the question why Enfield is walking around at 3 o'clock at a black winter's morning when he first witnesses the trampling of the girl in the story of The Door.

This suggests that Jekyll is not the only character who is harbouring a secret and perhaps builds an understanding that, though he is the victim of a repressive society as he is unable to express his desires or ask for help for fear of losing his reputation, this is an issue that permeates across the entirety of the upper class, who each remain both victims and gatekeepers of restrictive moral values.

Ultimately, Stevenson demonstrates that the upper classes are duplicitous in the manner that they view themselves and how they treat others, thus creating a punitive society where they are both gatekeeper and victims to repressive social values.

Most importantly, Stevenson does not reveal whether they should be viewed more in one way or another through their ambiguous representation.

Stevenson highlights that the Victorian middle class' morality was more a facade than a reality." Okay, that was a fantastic essay of Izzy's, really sophisticated, with a fantastic argument.

What I want us to check then is make sure we understand, which best summarises Izzy's argument? Is it, A, that Stevenson is critical of several characters, using them to explore how the upper classes are both responsible for and the victims of repressive social values? Or is it, B, Stevenson uses Jekyll as a vehicle to criticise the duplicitous middle classes, who he believes are hypocrites? He encourages readers to judge Jekyll harshly for creating Hyde so he could live out his immoral desires.

Pause the video.

Which of these best summarises Izzy's argument? Press Play when you're ready to continue.

Yes, well done if you said, A.

Izzy has got a really sophisticated argument here because Stevenson isn't just being critical of Jekyll, he's being critical of numerous characters, Jekyll, Utterson, Enfield, and actually he does this to explore how the characters are victims of a repressive society, but they're also responsible.

They behave in different ways, Jekyll refusing to take responsibility and isolating himself, and, you know, Utterson and Enfield refusing to talk about Jekyll's indiscretions.

These are examples of where they are responsible for upholding these repressive social values.

So this is a really, really, really interesting argument, where Stevenson says, "Look, these people are both victims and the gatekeepers, the upholders of repressive social values," a really nuanced, interesting argument, I'm sure you will agree.

Okay, so let's have a discussion then, let's think about those questions that should have been at the forefront of our mind while we were reading the essay, and let's think about, well, why is Izzy's response successful? So there are three questions on the screen.

Pause the video, read through them, have a discussion with your partner if you've got one, or just think through them by yourself, what makes Izzy's essay so successful? Over to you, press Play when you're ready to continue.

Okay, then, let's have a think of some of those fantastic things you were saying during those discussions.

So you might have said that she had a really interesting and clear thesis, really thinking about what Stevenson's message is about the upper classes and the duplicative way that they live their lives.

She had really clear topic sentences and concluding sentences, which meant each paragraph was really focused on that argument that she outlined in her thesis statement.

She links from the given chapter, so you might have noticed that she started each of her paragraphs talking about the given chapter, chapter 7, but she linked that to the rest of the novella.

This meant that Izzy showed a really great understanding of the text as a whole, not just that isolated moment at the window.

Her quotations were really well selected.

She used some for analysis and some she just used to support her argument, they helped prove what she was saying.

She did analyse the language choices and the structure, but she was really careful to always link this back to the writer's intention, and the writer's intention was linked to her thesis statement, so you could see there was a really clear line of argument throughout her whole essay.

And when she talked about context, when she thought about context, in particular, she thought about societal expectations, it really was woven all the way through her response.

It was part of her thesis and it really helped her justify what Stevenson's intentions may have been.

A really, really successful essay from Izzy, and I hope you managed to identify all of those things as you were reading.

So our first task for today is that we are going to give Izzy three bits of feedback, and, in particular, we're gonna focus on her, what went wells, 'cause it was such a great essay.

So I want you to write three different what went wells for Izzy, and in each of them I want you to explain what Izzy has done well, find an example from the essay, and explain how that selected example is effective.

Let's have a look, Alex has given Izzy some feedback, let's have a look how he did this.

So he said, "Well, well done on analysing structure when you wrote, 'Stevenson further illustrates the powerful code of secrecy that existed through Victorian gentleman through the structure of the novella itself.

'" Okay, so he's identified a moment where Izzy makes a link between the structure and this powerful code of secrecy.

"It's impressive how you linked the series of clues that the reader is given to Stevenson's wider argument about secrecy and duplicity of the upper classes." So there we go, Alex has given Izzy some specific feedback on what her essay did really well.

Now it's over to you.

I want you to find three different examples of what Izzy has done well, find examples of that from the essay, and explain why they've been so successful.

Pause the video, give this a go, and press Play when you're ready to continue.

Okay, let's reflect on Izzy's feedback, the feedback that you've written for Izzy.

Look through that feedback and think, have you identified where Izzy has met the success criteria? Have you found a clear example, and have you clearly explained how the example meets the success criteria? Okay, pause the video, look at your feedback, and press Play when you're ready to continue.

Right, it is time for us to use all of the great things that we saw in Izzy's essay to help us refine our own writing, particularly focus on quotations.

So when you're writing a main body paragraph, the way that you select and write about quotations is key to creating a convincing argument.

Your quotations should always support your topic sentence, come from across the novella, and be divided into main quotations and supporting quotations.

Main quotations are quotations which you're gonna analyse in depth, you're gonna focus on the writer's methods within them.

Okay, so you're gonna look for language devices and individual words and zoom in on them, whereas supporting quotations are ones that are used to embed your sentences.

They don't need to be, you embed into your sentences to help support your argument, but you don't actually need to be analysed.

So let's explore how Izzy uses quotations in a paragraph.

Okay, if you need to, this is a paragraph that we've already read together, if you need to, you can just pause the video right now and read through this carefully, but what we are gonna do is discuss how has Izzy used quotations in the paragraph.

So pause the video, reread this paragraph if you need to, it is in the model answer that we've already looked at, and then think about how has Izzy used quotation in this paragraph? Pause the video, think about this question, and then press Play when you're ready to continue.

Well done, welcome back, and well done to everyone who identified that she selected this main quotation, "full of premature twilight," and this was the one that she really decided to zoom in on, and she looked at the phrase, "premature twilight," and linked that to the idea of liminality, which was a gothic trope, and then she zoomed in even further on the adjective, premature, thinking about what that suggested about Jekyll and his loss of control, and so this really was the main quotation.

But well done if you also identified that she used some other supporting quotations, so, "still bright with the hue with sunset," and, "the degrees and hues of the morning." so linking these quotations to others, which were kind of, that linked to the idea of times a day, sunsets, daybreak, and she used these kind of to further support her argument, so well done if you spotted those.

Okay, let's check how we're getting on then.

Which statements are true of supporting quotations? Is it, A, They should be analysed in detail with reference to methods? Is it, B, They should be embedded in sentences? Is it, C, They don't need to support your topic sentence, only your main quotations need to do that? Or is it, D, They don't need to be analysed for methods? There might be more than one right answer here, so pause the video, have a think, and press Play when you are ready to continue.

Congratulations if you said, B and D, supporting quotations do not need to be analysed.

However, they should still support our topic sentence, they should still support our argument.

However, they must always be embedded into sentences and they do not need to be analysed for methods.

Okay, final task then of today.

You are gonna complete this single paragraph outline for a third paragraph.

So Izzy wants to add a third paragraph to her essay.

She's decided the topic sentence, but now she needs some help finishing what else she would write.

So, "By the end of the novella, it is unclear whether Jekyll is truly remorseful for his duplicitous behaviour.

Arguably Stevenson uses this complex depiction of his protagonist as further criticism of the hypocritical upper classes." Okay, so I want you to find some quotations from the end of the novella that help show that Jekyll might not actually be very remorseful for his duplicitous behaviour.

I want you to make sure you identify which of those for your main quotations that you're gonna analyse, and which ones are just gonna be really useful for supporting this idea that Jekyll is not truly remorseful.

Pause the video, give yourself about six or seven minutes on this planning task, and then press Play when you are ready to continue.

Welcome back, some really great looking, scanning through the text there, to find some fantastic quotations.

I really liked how people maybe underlining and labelling the key devices that they were gonna zoom in on in their main quotations, that was really impressive.

Now it's over to you to write up this paragraph, okay? Make sure you use the success criteria below, this is some of the success criteria we talked about when we looked at Izzy's essay.

So make sure your quotations are well selected, some are for analysis, some are support.

Analyse language choices and structure, but always link that back to the writer's intention.

Use context wherever you can to support your argument, make sure it's woven into your response.

And obviously we're gonna make links between chapter 7, but we are focusing here at the rest of the novella, and particularly chapter 10.

So pause the video and write up this paragraph, and press Play when you're ready to continue.

Welcome back, fantastic work there, really impressive seeing so many of you checking your work for spelling and punctuation and grammar before you put your pen down, that's great to see.

Is now time for us to self-assess our paragraph, so we're gonna reread our paragraph and ask ourselves the following questions.

Do all of your quotations support your topic sentence? Have you analysed your main quotations with a focus on the specific dramatic methods, so have you used terminology where needed? Are your supporting quotations embedded into your sentences? Do you always link back to the writer's intention? And have you used context to support your argument? And have you linked to different sections of the novella? So remember this question was about chapter seven, but we wanted to make sure we were talking about other chapters as well.

Okay, pause your video, reread your paragraph, do a bit of self-reflection, and press Play when you're ready to continue.

Great work, everybody.

It's been fantastic working with you today.

We've read a really, really challenging essay and I hope you've pulled out some lovely ideas that you might be able to use in your work in the future.

Great work on quotations as well, and it was lovely seeing you write those paragraphs at the end of the lesson.

On the screen, you can see a summary of all the key learning that we have learned today.

Do read through that carefully, pausing the video if you need to.

And, of course, if there's anything in this lesson that you've struggled with or you are not feeling really confident with, then go back, watch the section of the video, and make sure you leave this lesson feeling super, super confident.

Great to see you today.

I hope you have a wonderful day, whatever you're doing with the rest of your day, and I hope see you in one of our lessons soon.

Thank you very much.

Goodbye.