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I can analyse an extract from Chapter 7, ‘Incident at the Window’.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

Analysing an extract means considering its position in the text, word choices, sentence structure and context.
An analytical introduction should start with a general statement about the text and then move to the specific.
Mr. Utterson and Mr. Enfield are appalled at what they have seen in Dr. Jekyll’s face.
Their decision to keep quiet is to protect Dr. Jekyll’s reputation and is a sign of their hypocrisy.

Common misconception

That Dr. Jekyll enjoys the experience of being Mr. Hyde.

Encourage students to notice the different ways that Dr. Jekyll has declined.

Keywords

Significant - If something is significant, it is important or noticeable.
Vivid - If something is vivid it produces clear, bright pictures in your mind
Context - The context of a novel is anything social, historical or cultural that surrounds it.
Thesis - A thesis in literature essays is a theory that you suggest and then produce evidence to support it.

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Hello there.

Welcome to today's lesson.

My name is Mr. Barnsley.

Today's lesson is called Detailed Analysis of an Extract.

Okay, so our outcome for today's lesson.

Well, you are gonna be able to analyse an extract from Chapter 7, and that's the \"Incident at the Window.\" So there are four keywords that you need to be aware of in today's lesson.

They are significant, vivid, context, and thesis.

The definitions of these four words are now appearing on the screen.

Read through each of them carefully, pausing the video if you need to to make sure you understand what these words mean so you recognise them when we talk about them in today's lesson.

So let's look at the outline of today's lesson.

So we are going to be doing a detailed analysis of the extract, so we need to start by doing some analysis.

And in the second part of the lesson, we're gonna turn that analysis into a fully written analytical response.

So let's dive straight in, shall we, with some analysis of an extract.

So when you analyse an extract, let's think about what is it that you need to do.

I want you to read through some of the students' suggestions very carefully, and think is there anything else that you could add? So Aisha said you need to ask yourself why this extract is so significant, okay? Where does it sit in the novel? Andeep says you need to look at the language in there.

You need to look for some words that create really vivid imagery for the reader.

Jacob says, well, you need to think about the structure of it, and particularly some of the sentence structures and the sentence types and the impact that they have.

And Jun thinks about, well, you need to link this to the context, the either historical or the social context in which the novel was written.

Some great ideas there.

Pause the video and think, is there anything else that you might add? Pause the video, have a discussion, and press play when you are ready to continue.

Okay, I heard some great ideas there.

So when we're doing a detailed analysis of an extract, well, we are gonna do some detailed analysis of the extract that comes at the end of Chapter 7, the \"Incident at the Window.\" So we know that Mr. Utterson and Mr. Enfield have just seen an expression of \"abject terror and despair\" on Dr.

Jekyll's face.

And we know in response to this, Jekyll is at his window and he's thrust it down.

The two men have been left standing on the street.

So that's putting the extract we're gonna look at in a bit of context, Chapter 7, the \"Incident at the Window.\" So let's have a look at this extract, then, in a little bit more detail.

We're gonna read through it.

So, \"In silence, too, they traversed the by-street; and it was not until they'd come into a neighbouring thoroughfare, where even upon a Sunday there were still some stirrings of life, that Mr. Utterson at last turned and looked at his companion.

They were both pale; and there was an answering horror in their eyes.

'God forgive us, God forgive us,' said Mr. Utterson.

But Mr. Enfield only nodded his head very seriously and walked on once more in silence.\" Okay, I want you to think about what is the significance of this extract? Where does it fit within the text and what we're learning about the characters? Can you identify any vivid language in there? Any vivid vocabulary choices or descriptive language that you want to zoom in on? What about the sentence structures? Is there anything interesting about the sentence structures? Do you notice any repetition? And finally, I want you to think about some links to context.

What do you know about Victorian England? What do you know about social classes, the upper classes? Think about what purpose, what is the purpose of this? What is Stevenson trying to tell us about society at the time through this extract? Okay, pause the video.

If you've got a partner, you may discuss this together.

If you're working by yourself, you might want to wish to make a few notes.

Pause the video, give this a go, and press play when you are ready to continue.

Okay, well done.

Some really, really great suggestions there.

I just want to shine a bit of a spotlight on some of the fantastic ideas that some of you may have said.

So first of all, why is this such a significant extract? Well, it's where Jekyll's decline becomes really visible to all.

People can no longer ignore what is going wrong in Jekyll's life.

It's been seen here very clearly by Utterson and very clearly by Enfield.

You might have noticed this word, horror, and the word, pale.

We've got these really extreme descriptions of just how horrific what they've witnessed is.

So you've got the extreme fear of the men, and the men almost become like corpses themselves, and there's a slight irony here because we know that Jekyll's illness, his relationship with Hyde which is causing this illness, which appears to be an illness to the gentleman, is actually gonna lead to his death.

From a sentence structure perspective, we've got the repetition of \"God forgive us.\" This is a recognition here of sin, not only the sin that Jekyll himself has done, the sinning that he is doing in the terrible crimes he's committing as Hyde, but also there is further sin here, Utterson realising here perhaps he could have done more to expose the truth, but has chosen not to, and this too is a sin.

And finally, I zoomed in on the word silence here because I think this shows me something really interesting about Victorian society.

There's a real hypocrisy here of these men choosing not to say anything when they know their friend and their peer, they know there's something not right.

But rather than risk ruining his reputation, they sit in silence.

And this silence leads to the terrible crimes or allows Jekyll as Hyde to commit terrible crimes.

So this silence is very much a reflection of the hypocrisy of the upper classes, who would rather turn a blind eye to unbecoming going on rather than question them and ruin people's, sorry, ruin people's reputations.

All right, time for a check for understanding.

I would like to tell me which of the elements is missing from the steps that we should take when we're analysing an extract.

So we always explore the effect of vivid words, we link the extract to the context of the novel, we ask ourselves why this extract is so significant.

What else should we be looking for? Pause the video, see if you can work out what is missing from that list, and press play when you are ready to continue.

Well done if you have said thinking about the effect of sentence structures.

Congratulations if you got that correct.

Okay, over to your first activity.

I want us to summarise what we have read in this extract by combining the following sentence fragments to create a complex sentence.

You'll want to begin with the coordinating conjunction.

I'll see if you can work out what the coordinating conjunction is.

And you're gonna need to use commas and full stops and capital letters so this becomes a fully fleshed out, complex sentence, which summarises the extract that we have just read.

Okay, pause the video, write this excellent complex sentence, and press play when you are ready to check your sentence against the correct response.

Really well done there.

Let's check our sentence.

On the left, you can see those sentence fragments that we were gonna put together to create a complex sentence using capital letters, commas, full stops.

Let's have a look at what it should have looked like.

So well done if you recognised the sentence should be starting with this coordinating conjunction.

\"Although Utterson and Jekyll have been confronted with evidence of their friend's moral ruin, comma, they choose to ignore it, comma, and instead, comma, they keep silent in order to preserve their Victorian sense of respectability.\" This is really, really interesting in this chapter because what we are doing is we are linking the setting, particularly the motif of the windows and the setting around Jekyll's laboratory, Jekyll's home and the windows, and we are linking this to historical context.

We are linking this to the social context of the upper classes, the upper middle classes, and their Victorian sense of respectability.

We can take this further by thinking about, well, what's Stevenson's purpose? Who is he critiquing here? Who is he criticising, okay? So really, really clear like we've been working within this unit.

This unit has been all about setting.

Here now, we are linking the setting to the context and therefore Stevenson's purpose.

Well done if you managed to create this sentence.

What a fantastic sentence.

I hope and I challenge you to try and use this in your work later today.

Okay, now it's over to our second part of today's lesson.

We're gonna be writing an analytical response.

Now, whenever we write an analytical response, a full essay, we always want to start with an introduction, so I'm gonna talk you through and we're gonna create an introduction together.

And then in the second part of this learning cycle, you are gonna finish, you're gonna continue my introduction, and you are going to kind of turn that into a full analytical response.

So let's remind ourselves about how do we write excellent introductions.

Well, an excellent introduction will have three parts, and it moves from the general to the specific.

So my advice would always be start your introduction with a general sentence about the text.

And the best thing is, is actually if we write a really good generic sentence about the text, we can probably use it, modify it slightly, but use it in most of the essays that we write about this novel.

From there we then want a sentence which focuses on the question.

And this might be a specific act or scene or chapter or character, but we look at the question we're being asked and we want our second sentence to really focus in on what it is that we are being asked to discuss in that question.

And then finally, we're gonna build to a really specific thesis.

This is our own personal argument, our personal response to the question we've been asked.

Now, my top tip for a thesis is that you want to focus on the author's purpose.

You want to think about what do you believe the author is trying to do or the writer is trying to do? Let's have a look at an introduction in action then, shall we? So today we are going to be answering this question that you can see on the screen.

How does Stevenson use setting to convey ideas about duality? That's the question we're gonna be answering, and we're gonna build in everything we know about setting, not only the things that we've covered in this lesson, in this extract.

Hopefully, if you've done any of our previous lessons, or if you've done any other lessons, you'll have talked about the different motifs.

The city of London.

You might have talked about Utterson's dream.

You might have talked about the motifs of doors and windows and fog.

So there are lots of ideas when we talk about the idea of setting.

And in this essay, we're gonna talk about how they are being used to convey ideas about duality, duality being a key theme of the novel.

So on the screen, you can see I have written an introduction for us to look through together.

Let's see how it meets the three criteria that I outlined on the previous slide.

So, \"'Dr.

Jekyll and Mr. Hyde' is a Victorian novel that explores the evil that potentially exists within all of us.\" Here we've got a generic sentence, a general sentence about the text.

And as you can see, this sentence could be used for many, many different essay questions, so it's really great that I practised writing a really strong sentence that I will be happy to use and maybe modify for many different essays that I might be asked about this text.

\"In Chapter 7, 'Incident at the Window,' we are given a glimpse of the horrors that exist within Dr.

Jekyll who is ostensibly a respectable member of society.\" So here, this sentence focuses on the question, so it focuses on the chapter that we've been asked to discuss, the extract we've been asked to discuss, and the character.

And we're bringing in character here, Dr.

Jekyll, because ultimately, yes, duality exists in all of us, but we know that Dr.

Jekyll is Stevenson's main vehicle for exploring these ideas about duality.

\"Stevenson employs setting to show how our dual natures create a society in which evil is easily hidden.\" So here is my very specific thesis.

I'm not just talking about duality generally, I'm going to use this, my essay is really gonna focus on how Stevenson uses setting and the theme of duality to explore how evil is very often hidden within society.

This gives me an opportunity to explore Stevenson's own criticisms of the middle and upper class Victorian societies, these hierarchical societies which often presented certain sections of society as being better, as being more inherently good.

And I think this is an opportunity that I can take to explore Steven's criticisms of these sections of society.

So my thesis is a really specific argument which is gonna give me the opportunity to explore that argument in detail.

Okay, let's do a quick check for understanding.

Can you please put these elements of an introductory paragraph in the order? So what order would we expect to see these in an introduction? Rearrange them for me.

So we've got a specific thesis, we've got a general sentence about the text, and we've got a focus of the question, so chapter or character.

Rearrange these into the order you'd expect to see them in an introduction.

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

Okay, let's check your answer.

Well done if you started with a general sentence about the text, that should always come first, moving onto the focus of the question, whether that's a chapter or a character, and then finally, building to a very specific thesis.

Well done if you got those in the correct order.

Great job.

Okay, onto our final task of the lesson, then.

You're gonna use the following to both plan and write the next two paragraphs of the essay of the question, how does Stevenson use setting to convey ideas about duality? Okay, so that's the question that we started.

I've written an introduction already for you.

Now it's over to you to plan and write the next two paragraphs.

I want to quickly remind you of all the key details that you may have covered on setting, some of this in this lesson, some of this may have been in previous lessons, so I want to see if across these two paragraphs you can talk about Stevenson's use of weather, such as the wind or the fog, Stevenson's use of the motif of windows and doors, the contrast between Utterson's comfortable hearth, his comfortable home, and Dr.

Jekyll's prison-like laboratory.

And see if you can bring in Utterson's dream sequence and any other references to London, both real and in Utterson's dream.

Okay, you're gonna want to give yourself plenty of time for this activity, 'cause you're both planning and writing.

But here you're gonna show everything that you've learned about Stevenson's use of setting in his novel.

Over to you now.

Pause the video, give this your very best shot.

I know you can do this.

I know you've got some fantastic things you can say.

So pause the video, give this a go, and press play when you are ready to continue.

Right, well done, everyone.

Welcome back.

I'm so proud of the work that you've put into this and that you've put into learning about Stevenson's setting.

Now it's time.

Let's take a few moments to sit back and reflect on the work that we've written.

We're gonna reread your analytical response carefully and see whether you've included the following.

Have you included a topic sentence that summarises the main point of each paragraph that you've written? Have you made references to specific sections of the novel that relate directly to the topic of duality? Have you used key quotations and explored their connotations and their significance? Have you got a strong concluding sentence at the end of each paragraph that links back to the essay topic of duality? Pause the video, reread your work, check it against this checklist, and see how much you have done.

Well, well done, everyone.

It's been so brilliant to see the discussions that you've had and the analysis that you've done about Stevenson's use of setting, and particularly in this chapter, Chapter 7.

On the screen now you can see a summary of everything we have covered.

Please read all of this, read each bullet point carefully, and check that you have definitely understood all of this key learning that we have covered today.

Thank you so much for joining me in today's lesson.

Thank you.

Goodbye.

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" } ], "id": "4378e7d4-026e-b5b5-7352-3e799e513dde", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" }, { "type": "Question", "question": { "text": "In Chapter 7 of 'The Strange Case of Dr. Jekyll and Mr. Hyde', the window to Dr. Jekyll's house is described as \"half open.\" What is the best analysis of the quotation?" }, "questionType": "Multiple choice", "correct": [ { "text": "It hints at the duality of Dr. Jekyll. " }, { "text": "It suggests the incomplete knowledge that the characters have about the mystery." } ], "choices": [ { "text": "It indicates that Dr. Jekyll is open to receiving guests. " }, { "text": "It hints at the duality of Dr. Jekyll. " }, { "text": "It suggests the incomplete knowledge that the characters have about the mystery." }, { "text": "It indicates that Dr. Jekyll is open to having his secrets known. 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" }, { "text": "The social, historical or cultural world it belongs to." }, { "text": "The complete set of characters in the text." } ], "id": "8f84b7cd-f4b2-e563-c8f6-ea2e358e8c33", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" }, { "type": "Question", "question": { "text": "In reference to 'The Strange Case of Dr. Jekyll and Mr. Hyde', what do we mean when we say that Dr. Jekyll is in decline?" }, "questionType": "Multiple choice", "correct": [ { "text": "That he has gone downhill morally, physically and emotionally." } ], "choices": [ { "text": "That he is existing in a state of duality with the evil Mr. Hyde." }, { "text": "That he has gone downhill morally, physically and emotionally." }, { "text": "That he is indifferent to society's bad opinion of him. " } ], "id": "83ee9fe6-3615-aec4-bdf2-a649f0dd68ea", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" }, { "type": "Question", "question": { "text": "Starting with the first, put the stages for writing an analytical introduction in chronolgical order" }, "questionType": "Ordering", "elements": [ { "order": { "text": "1" }, "item": { "text": "General sentence about the text. " } }, { "order": { "text": "2" }, "item": { "text": "Focus of question (act/scene/chapter/character)." } }, { "order": { "text": "3" }, "item": { "text": "Specific thesis." } } ], "id": "2c1368ee-c49f-b7f4-bd69-12bf3b545254", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" }, { "type": "Question", "question": { "text": "In 'The Strange Case of Dr. Jekyll and Mr. Hyde', Mr. Utterson and Mr. Enfield seemed prepared to help Dr. Jekyll conceal the truth. Which quotation best supports this interpretation?" }, "questionType": "Multiple choice", "correct": [ { "text": "\"In silence.\"" } ], "choices": [ { "text": "\"God forgive us.\"" }, { "text": "\"Answering horror.\"" }, { "text": "\"In silence.\"" } ], "id": "0d7c4fad-8827-e740-1108-da9948c63deb", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" }, { "type": "Question", "question": { "text": "In Chapter 7 of 'The Strange Case of Dr. Jekyll and Mr. Hyde', what does Mr. Utterson think will help Dr. Jekyll feel better? Tick all that apply." }, "questionType": "Multiple choice", "correct": [ { "text": "Fresh air." }, { "text": "Going for a walk." }, { "text": "Talking with friends." } ], "choices": [ { "text": "Getting rid of Mr. Hyde." }, { "text": "Fresh air." }, { "text": "Going for a walk." }, { "text": "Talking with friends." }, { "text": "Confessing to his crimes." } ], "id": "525ab661-43c7-11af-647f-f119bab5518e", "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b" } ], "lessonId": "6d8cb668-9ace-8161-8b42-3b87a60ce06b", "meta": { "gradeStageId": "ks4", "subject": "English", "examBoard": "AQA", "grade": "Year 11", "topic": null, "unit": "Jekyll & Hyde: the divided city", "lessonCount": "7", "age": [ 15, 16 ], "gradeId": "age_15_16", "gradeStage": "GCSE", "lesson": "Detailed analysis of an extract in 'The Strange Case of Dr Jekyll and Mr Hyde'" } } ] }