WAD Outline/Notes

Basic Idea/Word Vomit: I am tweaking/revamping/overhauling an

assignment that I gave as an in-class essay last year, in order to focus
more on the process over the product. I want students to spend time
writing about different themes for The Strange Case of Dr. Jekyll and Mr.
Hyde in a less pressure-filled environment (instead of the more typical
timed essay) in hopes that some good thoughts will come to light that they
can draw on and develop more fully. I want students to see that there are
other ways to analyze and synthesize literature other than just a fiveparagraph thesis driven structure. However, I do not want to penalize
students for choosing to use some of these elements in their final writing
product. I want students to experience some freedom with this
assignment; however, I very much will still need to spell out my
expectations for them in what this should look like for a final test grade
with this unit. We have spent the last couple of weeks reading the novel,
and now I am asking students to really think about the importance of the
work through their own writing.

Breakdown
Objectives/Goals:
o In English 7, students enhance their knowledge and
appreciation of fine literature as they also develop
communication skills, both oral and written.
o In English 7, particular attention is given to developing the habit
of critical thinking by delving deeper into the elements of fiction
including character, setting, plot, and theme, and by examining
authorial intent, the intentional use of figurative language,
atmosphere, and symbolism.
Students will gain a better understanding of theme, and
its role both within the novel and in life.
Students will gain a better understanding of the use of
characters to develop the thematic elements of a novel.
o Add more from 7th state standards??
Context: Class Setting
o 7th Grade English
o Private Independent Christian School
o Students are coming to the end of a unit and a difficult book,
and I am both checking for understanding, as well as giving
students the opportunity to express what they have learned
through writing.
Type of Composition/Discourse & Rhetorical Situation:
o I am not entirely sure what should be here
Students Perspective/Potential Issues (Assignment Handout):
Preliminary handout at the end of Outline.

o Students will want me to individually unpack each themes

relation to the novel. I will certainly be giving some context
about each one, but I hope to have students to really unpack
each by writing about each option.
o I want students to do a free write over each particular theme
over the course of a couple of days (Daybooking Style). Then
have students go back, choose a theme, and develop a
response in relation to this, pulling extracts from their early
writing. I am not sure how to guide students in this without
spelling it out for them. Too much guidance will result in my
ideas and not theirs. However, if I dont lead them a bit, I feel
like some of them will quit writing very quickly.
o Students will want to toss out all of the bad early writing.
Students will turn in each piece, along with the final. Almost
portfolio style?
Assessment: Beginning Ideas/Rubric?
o Many of the rubrics used have focused strongly on the
mechanics/grammar. I would really like to assess students
mostly on their content, as opposed to structure, included: good
examples from the text, good analysis of the theme,
connections to the characters, etc. Can I expect students to
follow basic writing structures, but then not grade on that
specifically??
Questions/Missing Pieces
o I have included many questions throughout, but I feel like I am
really struggling to balance how much to help them and how
much to let this be on their own.

Dr. Jekyll and Mr. Hyde Writing Assignment (Rough Work Up)
Based on our reading of the novel, choose one of the following themes from Dr.
Jekyll and Mr. Hyde, and discuss how this theme relates to the novel and how
the characters in the story best exemplify this theme. Be sure to include multiple,
specific examples from the story; however, this should not be a summary of the
entire novel.
Be sure to follow the Basic Writing Rules that we have worked on
throughout the year.
The final writing should include some kind of an organized structure:
beginning, middle, and an end.
This portfolio of work? is worth a test grade.
Theme Options:
Consideration of the duality of human nature
The effects of addiction
Reason v. the Supernatural
Dual Nature or Split Personality
Limits of Scientific Experimentation
The Effects of Society on the Individual
The effects of intense social, economic, and spiritual change on a society
Day One: Theme Workshop
After receiving a simple debrief of each theme, students will break up into
groups and discuss the possibilities of each theme and what it means.
HW: Students will choose three themes that they are most interested in.
Day Two: Daybook Writing
Students will spend fifteen minutes writing about one theme.
Students will spend ten minutes discussing their findings with a partner.
Students will spend fifteen minutes writing about another theme.
Students will spend ten minutes discussing their findings with a partner.
Day Three:
Students will spend fifteen minutes writing about their final theme.
Students will spend ten minutes discussing their findings with a partner.
Students will spend fifteen-twenty minutes deciding which theme to pursue
and beginning an outline of their final writing assignment.
HW: Students will continue work on their outline.
Day Four:
Students will work on their final writing, which should be typed.