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KS3 · Year 9 - Mastery · Term 1 - Autumn · Week 3
Pages: "Story of the Door" - Enfield's account of Hyde trampling the girl (pp. 4-8)
Lesson 1
What students do
Close-read Enfield's description with word-class colour coding.
Task
Lexical-field analysis grid: animalistic / mechanical / supernatural.
Success criteria
Three semantic fields identified; link to Darwinian zeitgeist.
Lesson 2
What students do
Three-way reading: literal / Darwinian / colonial readings of "juggernaut".
Task
Structured debate: which reading is most powerful and why?
Success criteria
Articulate two distinct interpretations; structured analytical register.
Lesson 3
What students do
Compare clunky vs fluent quotation integration; transformation exercise.
Task
Rewrite 8 sentences embedding quotations within syntax.
Success criteria
All quotations embedded without "the quote says"; punctuation accurate.
Lesson 4
What students do
Build PETAL paragraph on Hyde's dehumanisation; teacher live-models then fades.
Task
Paragraph: how Stevenson dehumanises Hyde through Enfield's narration.
Success criteria
Method named precisely; effect explored across two layers.
Lesson 5
What students do
30-minute timed paragraph, no scaffold.
Task
How does Stevenson present Hyde as monstrous in "Story of the Door"?
Success criteria
250+ words; three embedded quotations; conceptual reading sustained.
AI marking - try this with the English Hub feedback engine
Students can submit their independent paragraph to the AI feedback engine for AO-aligned commentary. Their teacher sees the same feedback alongside their own marking. The task is auto-loaded into the practice surface - students just write and submit.
Open the marking surface with this task pre-loaded →