This unit is designed to address the following CT Core Standards. A brief explanation is included below each standard.
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will build the skill of citing textual evidence as they compare various
Jekyll and Hyde
adaptations. They will need to notice and analyze details in the original story, as well as visual details in the films, in order to effectively explore character. They will also make inferences as they analyze the symbols of
Bottled Up
. During class discussion and on written assignments, I will challenge them to support their interpretations with specific details from the text.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
Comparing Stevenson’s narrative structure to
Jekyll and Hyde
film adaptations will allow students to practice this type of analysis.
RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work.
Bottled Up
is an ideal text to help students analyze an author’s use of source material. Together, we will explore and analyze how Jaye Murray transforms the original
Jekyll and Hyde
story and for what purpose.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
As students complete their
Jekyll and Hyde
Adaptation project, they will need to consider the purpose of their adaptation and their desired audience to determine the best artistic approach.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
We will work through the entire writing process as students complete their literary analysis paper, which will allow me to explicitly teach students how to gather relevant and meaningful evidence.
