Objectives

• Analyse how Montgomery uses Anne's dialogue and free indirect thought in Chapters 1–6 to establish her as an outsider with an irrepressible inner life.
• Explain how the relationship between Anne and Marilla develops across Chapters 3–10 as a study in contrasting values and mutual change.
• Analyse how Montgomery constructs friendship and belonging through the Diana Barry storyline in Chapters 12–20, using specific quotations.
• Evaluate how the education arc in Chapters 15–36 shapes Anne's identity and ambitions, tracking her rivalry with Gilbert Blythe.
• Write a sustained, evidenced analytical essay arguing how Montgomery uses at least two of the novel's themes — identity, home, growing-up — across the whole text.

The sequence

1. Lesson 1: The Girl Nobody Wanted: Anne's Voice and Outsider Status (Chs. 1–6)

   55 min · ch. 1, 2, 3, 4, 5, 6

   Do now

   Read the paragraph in Chapter 2 that starts with 'She was a child of about eleven' and list three observations Matthew makes about Anne. After that, write one sentence explaining the impression Montgomery aims to create for the reader before Anne has said anything.

   Teacher input

   Model close reading on the passage in Chapter 5 where Anne confides in Matthew about her past: 'Nobody ever did want me.' Demonstrate to students how Montgomery employs Anne's own speech—using short, straightforward sentences followed by sudden lyrical expressions ('I used to imagine…')—to depict a character who has crafted an inner world as a refuge from a loveless reality. Annotate live on the board: highlight sentence length, verb mood, and the transition from past tense to present imagination.

   Independent task

   In Chapter 3, when Marilla tells Anne she may not stay, saying, "We want a boy," Anne's silence followed by her emotional outburst about the "bend in the road" of her imagination reveals the complexity of her inner life. Montgomery uses Anne's silence as a protective shield, reflecting her vulnerability in the face of rejection. This moment emphasizes how Anne's imagination serves as her refuge; it is her way of coping with harsh realities. When Anne passionately declares, “It’s not fair! I’m not a boy!” she highlights her fierce individuality. The word "fair" conveys her deep sense of injustice, while "bend in the road" symbolizes the unpredictability of her thoughts and dreams. Thus, Montgomery portrays Anne's inner life as both a form of self-defense and her most defining trait, illustrating her resilience and creativity in a world that often dismisses her.

   Exit ticket

   In one or two sentences, explain what technique Montgomery uses most powerfully in Chapters 1–6 to make the reader sympathise with Anne before Marilla has decided to keep her, and give the word or phrase from the text that best demonstrates it.

2. Lesson 2: Marilla's Thaw: Contrasting Values and Mutual Change (Chs. 7–14)

   55 min · ch. 7, 8, 9, 10, 11, 12, 13, 14

   Do now

   Without opening the novel, jot down three adjectives that capture Marilla in Chapters 3–6, followed by three that describe Anne. Under each list, include a line from memory (or close to it) that influenced your choice of one of those adjectives.

   Teacher input

   Marilla instructs Anne to say grace, expecting the usual formality, yet Anne surprises her with an improvised prayer that reveals her whimsical nature. In this moment, Montgomery employs free indirect discourse to capture Marilla's inner conflict, as she "felt helplessly that she ought to laugh" at Anne's creative take on the situation. While Marilla's spoken voice remains firm and corrective, insisting on proper decorum, her suppressed amusement adds a layer of complexity to the exchange. The contrast between Marilla's rigid demeanor and her internal response highlights the tension between her role as a guardian and her recognition of Anne's spirited individuality.

   Independent task

   Write two linked PEEL paragraphs — together at least 200 words — comparing how Marilla and Anne speak and think in Chapter 8 and Chapter 14 ('Anne's Confession', the hair-dye incident). Your first paragraph should argue what Marilla's language in Chapter 8 reveals about her values; your second should show how her response in Chapter 14 — particularly the line 'I'm not going to scold you' — signals that she has begun to change. Use at least one quotation per paragraph and comment on at least one specific word or phrase in each.

   Exit ticket

   Write one sentence identifying the single moment in Chapters 7–14 where you think Marilla's attitude towards Anne shifts most clearly, and one sentence explaining what in the text — a word, a gesture, a piece of narration — tells you so.

3. Lesson 3: Kindred Spirits: Friendship and Belonging (Chs. 12–20)

   55 min · ch. 12, 13, 14, 15, 16, 17, 18, 19, 20

   Do now

   Re-read the first paragraph of Chapter 12 where Anne and Diana make their 'solemn vow'. List every word or phrase Montgomery uses to describe the ceremony. Then write one sentence: what makes Montgomery give this scene such a serious tone, even though it's just two children playing?

   Teacher input

   Model analysis of the Chapter 16 catastrophe — Anne accidentally serving Diana currant wine instead of raspberry cordial — highlights the comic irony stemming from the contrast between Anne's sincere narration ('I was so careful') and what the reader knows has actually occurred. Montgomery skillfully employs dramatic irony and Anne's trademark exaggeration ('Diana is my bosom friend') to create a scene that is both humorous and genuinely distressing, as the friendship hangs in the balance due to Anne's innocent blunder.

   Independent task

   Certainly! Here’s a humanized version of the provided text:

   ---

   Compose a structured analytical response of at least 180 words to the question: How does Montgomery depict the friendship between Anne and Diana in Chapters 12–20 to delve into the theme of belonging? Be sure to reference at least three key moments from these chapters: the vow made in Chapter 12, the currant-wine mishap in Chapter 16, and one additional moment of your choosing from Chapters 17–20. Additionally, incorporate a quotation from each moment. For every quotation, include at least one sentence of analysis that offers deeper insight rather than mere paraphrasing.

   ---

   Summary of Changes Made:

   • Changed "Write" to "Compose" for a more engaging tone.
   • Replaced "use" with "depict" to enhance clarity.
   • Adjusted "explore" to "delve into" for a richer expression.
   • Changed "you must refer to" to "Be sure to reference" for a more conversational tone.
   • Altered "currant-wine disaster" to "currant-wine mishap" to soften the phrasing.
   • Rephrased "write at least one sentence of analysis that goes beyond paraphrase" to "include at least one sentence of analysis that offers deeper insight rather than mere paraphrasing" for clarity and depth.

   Exit ticket

   In two or three sentences, explain how Montgomery uses the Diana storyline to show that belonging, for Anne, is something she has to earn rather than something she is simply given — use at least one word from the text to support your point.

4. Lesson 4: Ambition and Rivalry: The Education Arc (Chs. 15–36)

   55 min · ch. 15, 17, 24, 25, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36

   Do now

   In Chapter 15, Mr. Phillips appears to value conformity and obedience, showing favoritism towards certain students while overlooking Anne's potential. In contrast, Miss Stacy, introduced in Chapter 17, seems to appreciate creativity and individual strengths, encouraging students to express themselves. Mr. Phillips's approach may stifle Anne's ambition, whereas Miss Stacy's encouragement could inspire her to pursue her goals more confidently.

   Teacher input

   Model a tracking analysis on the rivalry between Gilbert Blythe and Anne, focusing on Chapter 15 (where Gilbert teasingly calls Anne 'Carrots' and she retaliates by breaking her slate over his head) and Chapter 32 ('The Pass List Is Out', in which Anne finds out she has tied with Gilbert for first place at Queen's). Guide students in examining how the rivalry evolves from humiliation into mutual respect, highlighting the change in Anne's language about Gilbert throughout the two chapters. Annotate the structural development to emphasize Montgomery's skill in portraying this transformation.

   Independent task

   Write a structured response of at least 200 words tracking how Anne's attitude towards Gilbert Blythe changes between Chapter 15 and Chapter 36. You must quote from at least two of the following moments: the slate-breaking in Chapter 15; Anne's refusal to acknowledge Gilbert in Chapters 17–27; the pass-list scene in Chapter 32; and Gilbert's sacrifice of the Avonlea school position in Chapter 36. For each quotation, explain what it reveals about Anne's developing sense of identity and self-worth, and comment on at least one specific word or structural choice Montgomery makes.

   ---

   In the narrative arc from Chapter 15 to Chapter 36, Anne's attitude toward Gilbert Blythe undergoes a significant transformation, reflecting her evolving self-identity and self-worth. Initially, in Chapter 15, the notorious slate-breaking incident illustrates Anne's fiery spirit. When she retaliates against Gilbert’s teasing by smashing her slate over his head, it signifies her emotional turmoil and defensiveness. This moment not only highlights Anne’s passionate nature but also reveals her initial perception of Gilbert as a rival rather than a potential ally.

   As we move to Chapters 17-27, Anne’s refusal to acknowledge Gilbert represents a conscious decision to distance herself from him, stemming from her wounded pride. By ignoring his presence, she attempts to assert her autonomy and self-respect. This choice underscores her internal conflict; she grapples with feelings of inadequacy while desperately wanting to maintain her dignity.

   The turning point occurs in Chapter 32 during the pass-list scene, where Anne realizes Gilbert has achieved academic success, prompting a moment of introspection about her own worth. Montgomery’s phrasing here emphasizes Anne’s growth; she begins to see Gilbert not simply as a competitor but as someone who inspires her to strive for better. Finally, in Chapter 36, Gilbert's willingness to sacrifice his position for Anne’s benefit encapsulates a profound shift in their relationship dynamic. This act of selflessness reinforces Anne’s burgeoning self-esteem, as she recognizes that her talents and aspirations deserve acknowledgment. Through careful word choice and structure, Montgomery illustrates this evolution, marking a pivotal shift in Anne’s understanding of her own value and the complexities of her feelings toward Gilbert.

   Exit ticket

   Write two sentences explaining why Montgomery makes Gilbert and Anne rivals before she makes them friends — what does this structural choice allow her to show about Anne's character that a straightforward friendship would not?

5. Lesson 5: The Bend in the Road: Loss, Sacrifice, and Home (Chs. 33–38)

   55 min · ch. 33, 34, 35, 36, 37, 38

   Do now

   Re-read the final paragraph of Chapter 38, starting with 'And so Anne came home again.' List every image that Montgomery employs in that paragraph, and then compose one sentence that explains how the phrase 'the bend in the road' has changed in meaning from when Anne first mentioned it in Chapter 3.

   Teacher input

   Model a close reading of the passage in Chapter 37 ('The Reaper Whose Name Is Death') where Anne sits beside Matthew's body: 'She had loved him so much — this man who had never, in all his life, said a harsh word to her.' Discuss how Montgomery employs the past perfect tense ('had loved', 'had never said') to indicate that a significant chapter in Anne's life has come to a definitive end. The straightforward syntax, featuring short main clauses and lacking subordination, reflects the numbing nature of her grief. In contrast, highlight how Anne's typically hyperbolic, complex speech is silenced by her profound loss.

   Independent task

   Write a complete analytical essay of 400–500 words in response to the following question: How does Montgomery illustrate the evolution of Anne's concept of 'home' through the events in Chapters 33–38, in contrast to her understanding of it when she first arrived at Green Gables in Chapter 2? Your essay should start with a brief introduction that outlines Anne's definition of 'home' in Chapter 2. Then, include two fully developed body paragraphs, each centered around a quotation from Chapters 33–38 (ensuring you incorporate at least one quotation from Chapter 37 and one from Chapter 38). Finally, conclude by discussing what Montgomery ultimately conveys about the meaning of home — suggesting that it is not merely a place, an individual, or a goal, but rather something Anne nurtures within herself. Each body paragraph should delve into specific word choices or structural elements instead of just summarizing the plot.

   Exit ticket

   Having written your essay, write two sentences answering this question honestly: which single quotation from Chapters 33–38 do you think most powerfully captures what Montgomery wants to say about home and identity, and what is it about the language of that quotation — not just its meaning — that makes it so effective?

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can identify a specific technique — not just a theme — and anchor it to a word or phrase in Chapters 1–6.
• Lesson 2 PEEL paragraphs: checks whether students can sustain a comparative argument across two chapters without losing the quotation or collapsing into summary.
• Lesson 3 exit ticket: checks whether students can articulate the thematic function of the Diana storyline — belonging as earned, not given — using textual language.
• Lesson 4 tracking response: checks whether students can write about structural development across a long text, moving between widely separated chapters with purposeful quotation.
• Lesson 5 exit ticket: checks whether students can reflect metacognitively on their own essay choices, identifying not just meaning but language effect in a specific quotation.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about how Montgomery uses literary elements to convey meaning.
• Textual Evidence (LAN-1.D) — Select and use relevant evidence from the text to support literary analysis, including direct quotation with commentary.
• Figurative Language and Imagery (CHR-1) — Analyse how Montgomery's diction, syntax, and figurative language in specific passages — including Chapter 37 and Chapter 38 — contribute to characterisation and theme.
• Narration (NAR-1) — Explain how free indirect discourse and narrative point of view shape the reader's understanding of Anne Shirley's inner life across the novel.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written, read and received.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular reference to Montgomery's use of free indirect discourse, structural juxtaposition, and diction.
• AO4 — Explore connections across literary texts, including the relationship between Anne's development as a character and the social and cultural context of late-nineteenth-century rural Canada.

Eduqas

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse the ways in which meanings are shaped in literary texts, including Montgomery's use of syntax, tense, and narrative voice.
• AO5 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.