Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Storyboarding the Transformation from Dr. Jekyll into Mr. Hyde

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Storyboarding the Transformation from Dr. Jekyll into Mr. Hyde

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Three 50-minute sessions
Lesson Author

Suzanne Linder

Suzanne Linder

Champaign, Illinois

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

While reading Dr. Jekyll and Mr. Hyde, students discuss a psychological (versus monster story) interpretation of the transformation of Dr. Jekyll into Mr. Hyde. Students then imagine how they would depict the transformation to illustrate their interpretation of the event and then storyboard those interpretations. After sharing their storyboards with the class, students view transformation scenes in a variety of film adaptations of the book, discuss the interpretations offered by the adaptations and argue for their preferred adaptation. The lesson can be adapted to use with other novels that have been turned into films.

back to top

 

FEATURED RESOURCES

 


back to top

 

FROM THEORY TO PRACTICE

In Reading in the Dark: Using Film as a Tool in the English Classroom, John Golden suggests:

…film and literature are not enemies; in fact, they should be used closely together because they share so many common elements and strategies to gain and keep the audience’s attention. We know that for many of our students, film is much more readily accessible than print because of the visual nature and immediacy of the medium, but the very things that films do for us, good and active readers of literature have to do for themselves. (36)

By having students imagine how they would film a scene and then asking them to analyze how professional filmmakers have produced the same scene, we can draw on students knowledge of the “visual nature and immediacy of the medium” as well as engage them as active readers of the printed and visual text.

Further Reading

Golden, John. 2001. Reading in the Dark: Using Film as a Tool in the English Classroom. Urbana, IL: NCTE.

Read more about this resource

back to top