Hi there, welcome to today's lesson.

My name is Mr. Barnesy.

So glad that you could join me today.

Today we're gonna be continuing our study of the "Strange Case of Dr.

Jekyll and Mr. Hyde".

But we're gonna be looking today very specifically at how we plan really strong essays.

Okay, time to get started.

Right, so our outcome today, by the end of the lesson, you are gonna be able to plan an essay response and you're gonna show a clear understanding of the key terms which structure our successful plan.

So we're really gonna dive into thinking about what does a successful plan look like.

And then you're gonna create one.

Let's have a look at some of our keywords, shall we? So all five of our keywords are actually terms that are gonna be really useful when we are planning today.

So they are thesis, topic sentence, concluding sentence, main quotations, and supporting quotations.

The definitions are appearing on the screen now.

Read through each of these carefully, pausing the video if you need to, but do not worry if you are struggling with any of these 'cause we are gonna break each of these down throughout the lesson as we work through planning our own response.

So let's have a look at the outline, today's lesson.

So we know by the end of the lesson we are gonna be creating an essay plan, but we're gonna break the lesson down into two learning cycles.

Firstly, looking at writing thesis statements to make sure we have a really clear overarching argument to our essay.

And then we're gonna looking at concluding sentences so we're making sure we're wrapping everything up clearly.

Alright, let's dive in straight away with our first learning cycle, writing a thesis statement.

So you are gonna be planning an answer to this question in today's lesson.

To what extent does Stevenson present Jekyll as a sympathetic character? So you should have been having lots of conversations over your time studying a "Strange Case of Dr.

Jekyll and Mr. Hyde" And hopefully if you've attended over these lessons or if you've had any other discussions, you'll started thinking about, can we feel sorry for Jekyll? Is it ever appropriate to feel sorry for Jekyll? Now Alex, one of our Oak pupils, he knows, always got a great tip for you all that before you ever try and answer a question, you should always annotate it.

Make sure you really understand what the question is asking you to do.

Should you ever a look at Alex's annotations then? So first of all, he underlined to what extent.

'Cause this told him that he was gonna have to do some evaluating.

He was gonna have to weigh up an argument.

This isn't asking him to just have one kind of straightforward direct point of view, although he may feel one way strongly, one way or another.

That actually to answer this question really well, he wants to evaluate and weigh up different interpretations perhaps.

He also underlined Jekyll.

He knew that this essay needs to focus around the character of Jekyll.

That doesn't mean that he can't discuss any other characters, but he needs to keep a real clear focus on Jekyll.

He also underlined the word sympathetic.

This was one of the main ideas that knows that he needs to focus on in this essay.

Sometimes this idea might be a more specific theme, but in this case, it's this idea that the character of Jekyll can we feel sympathy for him.

So Alex has got a planning grid.

You may have seen one of these before.

This is a multiple paragraph outline.

Here, you might have used single paragraph outlines before to plan individual paragraphs, but now we're starting to look at planning a full essay.

So each section of this plan has a very specific purpose, and this is gonna help us link back to some of those keywords that we looked at at the beginning of the lesson.

So our thesis, let's think about what our thesis might be.

Well, our thesis is our overarching argument, and this has to be supported by the whole text because we're talking about the whole text.

So we can't pick a really specific argument that only is covered in one section of one chapter.

That's not gonna make a very, it's not gonna make an appropriate thesis because it's not gonna be overarching enough.

So our argument, wherever we decide our argument is gonna be, it has to be supported by different sections of the text.

Now, our topic sentences, another key word today.

These are the first sentence of each paragraph.

And these state the paragraphs main idea.

Now it's here that you may wish to be a little bit more specific.

You may be talking be about a very specific moment in the novella, in the text, and that might be appropriate.

So it might be appropriate for our topic sentences to not be supported by the whole text, but to be supported by individual moments.

Now our supporting details, this is where we make a note of everything that we want to talk about in our paragraph that supports our topic sentence.

So these might include main quotations.

So these are the ones that are really analyzable, that are gonna tell us loads and we're gonna dive in and zoom in on keywords.

Or some of them might just be supporting quotations, other quotations from the text that help justify our response, but actually don't require a lot of analysis.

And finally, in each paragraph we have a concluding sentence.

Now, a concluding sentence is the final sentence in each paragraph, and it should conclude, almost summarise the paragraph's main idea.

This is different to our overarching conclusion, which summarises or sums up a whole essay, the thesis of a whole essay.

So the concluding sentences summarise the individual arguments in each paragraph, whereas our conclusion looks at that overarching argument that we created in our thesis that's supported by the whole text.

Okay, I want to check how we're getting on, how we're understanding that because there was a lot of information there.

So on the screen, you've got five sections that I've just talked us through.

And on the right hand side, you should be able to see the definitions.

What I want you to do is pause and you can either do this verbally or you can make some notes.

See if you can match up the section from the planning grid to its purpose, right? Pause the video, give this a go and press play when you are ready to continue.

Fantastic job there.

Really, really well done.

Shall we see the answers and see if you've got them right? So a thesis, well done if you said a thesis is an overarching argument and it's supported by the whole text, congratulations if you got that one right, Topic sentence, then well done, if you said that was the first sentence of a paragraph and it states the paragraph's main idea.

Supporting details were references to the text, which support our topic sentences.

So these might be quotations, there could even be context as well.

Concluding sentence is the final sentence of each paragraph.

It concludes the paragraph's main ideas and should not be confused with a conclusion, which sums up the essay's overall thesis.

So the overarching argument.

Congratulations if you've got all of those correct.

Okay, so Alex wants to start his plan by drafting a thesis statement, but this can be quite challenging.

So I think it's easy or it'll help us get our head around thesis statements if we compare thesis statements to topic sentences.

It's a really useful way of us understanding what a thesis statement actually is.

So a thesis statement is the overarching argument and the entire essay, whereas a topic sentence explains the purpose of an individual paragraph.

Okay, hopefully we've understood that, we've covered that before.

Hopefully that's clear to us now.

A thesis statement is supported by the entire text, so it needs to be an argument, which where we could find evidence from across the text, not just in one specific moment.

Whereas the topic sentence, these paragraphs can focus on moments of the text.

So they can be about a very specific chapter or even a moment within a chapter.

Now, your thesis statement you're gonna find in your introduction.

Your introduction, obviously introducing your reader to your overarching argument.

Your topic sentences will be found in the body, the main body of each individual paragraph, because of course, going back to that first point, they're explaining the purpose of each paragraph, Okay, if you need to just pause the video and read through those differences again to make sure that you are super, super clear on the difference between a thesis statement and a topic sentence.

Pause the video and press play when you're ready to continue.

Excellent.

Right, let's check that we definitely understand the difference between these two.

On the screen, you can see two thesis statements and two topic sentences.

What I'd like you to do is pause the video.

If you've got a partner, you can discuss this with them.

If you're working by yourself, that's fine.

You can think through this question to yourself or even make a couple of notes.

But what are the differences between the thesis statements on the left and the topic sentences on the right? Pause the video, have a think, and press play when you are ready to continue.

Okay, welcome back.

I had some really interesting discussions there and welcome to everyone who was maybe rewinding the video slightly to look at that table to remind themselves the difference between thesis statements and topic sentences if they weren't sure.

That was really great to see.

Okay, I want to now shine a spotlight in some of the fantastic things I heard some of you saying.

So let's have a look at this first one, this thesis statement.

Stevenson presents Jekyll as a conflicted character trapped between his societal expectations and his internal desires.

Well, well done if you said, well, this is an idea that's supported by the whole text, we see lots of moments where we can see this conflict in Jekyll.

Yes, a lot of it does come out in the final chapter, the statement, Henry Jekyll's statement of the case.

But knowing what we know by the end of the novella, we can look back to chapter seven when he locks himself away, we can see other moments where he refuses to see Utterson.

All of these are different individual moments where we can see that Jekyll is conflicted between behaving how he wants to behave and how society expects of him.

So that's a really great thesis statement.

Whereas, let's have a look at this as a topic sentence.

Stevenson uses Jekyll's statement in chapter 10 to explore his remorse at his creation of Hyde.

Well, well done, if you said, this is focused on a very specific moment in the text, okay? We only see Jekyll's remorse in that final chapter.

Okay, I guess we could infer it a little bit earlier, but this wouldn't work as a thesis because ultimately if we're talking about this text, we don't just want to talk about chapter 10.

We want to talk about the novella as a whole.

How about this one? Perhaps Stevenson uses Jekyll as a vehicle to criticise the hypocritical upper classes in Victorian society.

Well, again, this is an idea supported by the whole text.

It's quite an overarching wide ranging idea that Stevenson is being critical of hypocritical upper classes.

And I think there are lots of different moments where we can see this happening across the text.

Whereas this one, the character of Jekyll serves as a contrast to the other pious characters.

Jekyll is punished for his hypocrisy, whilst others are not.

Now, that's very, very, very specific.

It feels like a topic sentence that supports the thesis that we've just looked at, because it really is focusing on this moment that only Jekyll is punished.

Now, I think that would be quite difficult to write a full essay about Jekyll being the only one punished.

Not impossible, but actually I think this works nicely as a topic sentence, as one paragraph within a greater argument about hypocrisy.

Well done if you managed to see those differences between thesis statements and topic sentences, that's really impressive.

Okay, let's do a little quick check before we move on.

Thesis statements, true or false.

Thesis statements start every paragraph.

Is that true or false? Pause the video, have a think and press play when you're ready to continue.

Yes, well done, if you said false, how did you justify that? Is it A, a thesis statement starts your essay, and is an argument supported by the whole text? Or is it B, a thesis statement starts your essay and your first topic sentence, then you create a new thesis? Which of those is correct? Pause video, have a think, press play when you're ready to continue.

Yes, that was A, there should only be one thesis.

There should only be one overarching argument.

Well done if you've got that correct.

Okay, over to you now, and it's your attempt to write a thesis statement.

I want you to think about this question, the question we're looking at today, to what extent does Stevenson present Jekyll as a sympathetic character? You have a little checklist at the side there to help you make sure that you are writing a really good, clear thesis statement.

Make sure it's an overarching argument.

It would cover a whole essay.

It's wide enough that you could write a whole essay about it, not just one paragraph, and make sure it's something that is supported by the entire text.

So you can think of moments from across the novella, which could help prove your thesis, your argument.

Okay, pause the video, give this a go and press play when you're ready to continue.

Okay, welcome back.

Great work there.

And really, really well done to those of you who were comparing your writing to that checklist.

We are gonna do a bit of that now, actually, we're gonna make sure our thesis statements meet the criteria.

First, we're gonna look at Alex's example.

So Alex wrote a thesis and he said, "Stevenson presents Jekyll as a conflicted character when he states that the realisation he was living a dual life was a dreadful shipwreck.

Unfortunately, Alex, this does not meet our checklist.

Is it an overarching argument for the entire essay? Well, no, it's very, very, very specific.

Is it supported by the entire text? No, it's not.

It's one quote from one moment, from one chapter.

So this isn't going to work as an overarching argument.

Let's have a look at Alex's redraft now he's been using this checklist.

So he says, "Undoubtedly, claiming Jekyll is a sympathetic character would not be without controversy.

However, his presentation as a complex character, wrestling with his dual nature, allows Stevenson to use him as a vehicle for critiquing upper-middle class hypocrisy." Let's have a look then and see whether this meets our criteria.

Well, yes it does, because it has an overarching argument.

It's taking this idea of sympathy, widening it out even further, and saying, yes, maybe we can be a little bit sympathetic towards Jekyll because he exists in this really hypocritical society.

And actually, my overarching argument therefore is gonna be that Stevenson uses Jekyll as a vehicle to criticise these people who are hypocrites, okay? That's a really wide and overarching argument, and there are so many moments within the novella that I can use to support that argument.

If Alex took his original thesis, then he would only be able to focus on that one moment where he describes his life as a dreadful shipwreck.

Okay, I want you to make sure, now, pause the video and compare your thesis statement against this criteria.

Okay, welcome back.

It's time for us now to look at concluding sentences.

So I want you to read this section of Alex's plan.

Okay, so this is one paragraph that Alex is gonna be working on towards in his essay.

I want you to try and discuss then, what do you think the purpose of the concluding sentence is? Let's look at that concluding sentence.

He says, "Ultimately, Jekyll's remorse is questionable, and therefore it is not easy for a reader to feel sympathy.

Perhaps Stevenson presents Jekyll as being deliberately emotionally manipulative as a critique of upper class hypocrisy." Lovely.

Pause the video, have a discussion.

What do you think the role or the purpose of the concluding sentence is here? Press play when you're ready to continue.

So you might have spotted that that adverb ultimately is used, and this makes it really clear that the paragraph has reached its conclusion.

You will also notice that this ties all of our ideas up by focusing on the writer's intention, okay? Because we know that this is a novella, and these characters, these ideas have been deliberately crafted by Stevenson because he has a specific intention.

There is a message that he wants to share with the readers, and finally, it links back to the topic sentence, but it doesn't repeat it, okay? So we're not repeating the topic sentence word for word, but we want to link back to it to show that we are summarising what we have covered.

Well done if you said any of those things.

Okay, so Alex has written another concluding sentence.

I want you to have a discussion, why is this less successful? What feedback would you give him to improve it? So his concluding sentence was, this proves Jekyll is a sympathetic character.

Let's help Alex make that a little bit better, shall we? Pause the video, have a discussion, or think through to yourself and press play when you're ready to continue.

Okay, well done, if you said anything along this line that he doesn't really make it clear that the paragraph has reached its conclusion, so maybe we can make that a little bit clearer.

No focus on the writer's intentions, okay? What Stevenson trying to do here in, you know, what Stevenson's message perhaps, and again, this isn't linking to without repeating the topic sentence.

So Alex has redrafted his concluding sentence.

Let's see if he's done a better job.

"In this way, it can be argued that an understanding of Stevenson's personal turmoil with Calvinism allows a reader to view his depiction of Jekyll with some sympathy.

Jekyll, like Stevenson was a conflicted character regardless of his crimes.

Okay, let's check that meets our success criteria.

Well, yes, in this way it's clear that you are reaching a conclusion focused on the writer's intention and those key words, sympathy, conflict, that we might see in a topic sentence.

They've been used, but we're not just repeating our topic sentence word for word.

Okay, let's do a little check here.

A pupil has written a paragraph exploring how Jekyll is completely unsympathetic, which would serve as the strongest concluding sentence? Is it A, as I said in my topic sentence, Jekyll's crimes as Hyde make him a completely unsympathetic character? Is it B, perhaps through the crimes he committed as Hyde, Stevenson is exploring the hypocrisy of upper class society and thus presents Jekyll as wholly unsympathetic? Or is it C, this brings me onto my next point about the character of Jekyll and what Stevenson's intentions with this character are? Pause the video, have a think, press play when you're ready to continue.

Yes, well done, if you said B, C is clearly already moving on, it's not doing any summarising.

A is summarising, but maybe is being a little bit too obvious.

You don't need to say, as I said in my topic sentence.

As you can see, B meets all of our success criteria.

It uses words like perhaps and thus to indicate to our reader that we're starting to summarise.

We're starting to wrap up a paragraph.

It focuses on the writer's intention when Stevensons exploring the hypocrisy of the upper class society, but it also links back to our topic sentences and our overarching idea about Jekyll being sympathetic or not sympathetic.

Okay, over to the final task then of today's lesson.

You are gonna plan your response to the question that we looked at at the beginning of the lesson, which is, to what extent does Stevenson present Jekyll as a sympathetic character? You've been given a planning grid using multiple paragraph outlines.

You should have already written your thesis in the first part of the lesson.

So you just need to transfer that from learning cycle one into this.

And then you need to write three topic sentences, think about your supporting detail, focus on those concluding sentences, and then also think about what your conclusion may be.

Pause the video, give yourself plenty of time on this and press play when you're ready to continue.

Great work there, everyone.

Really fantastic job.

Really proud of you all.

Let's take a few moments then to self-assess our plan.

I'm gonna put some questions on the screen now.

I want you to pause the video, read through the questions, check your plan against these questions, and if there are any gaps, that's fine, now's the time to fill them in.

So let's have a check.

Do all of your topic sentences state the main idea for each paragraph? Do your supporting detail contain both main quotations and supporting quotations? Do your concluding sentences, do all the following things.

Do they make clear that the paragraph has reached a conclusion? Do they focus on the writer's intentions? And do they link to you but not repeat your topic sentence? Pause the video, ask yourself these questions while reading through your own plan and make any changes that are necessary.

Over to you.

Press play when you're ready to continue.

Fantastic job today.

It's been a pleasure working with you on today's lesson.

On the screen, you can see a summary of all the key learning.

Please do pause the video, read through this, and if there's anything you're unsure of, go back and watch it again in the video.

Have a wonderful rest of your day.

Thank you so much for joining me, and I hope to see you all soon, goodbye.