Objectives

• Analyse how Gaiman uses setting details in Chapter 1 to establish Coraline's desire for something more.
• Explain how the Other World in Chapter 2 is constructed as both attractive and sinister, using specific quotations.
• Analyse how Gaiman characterises the Beldam through language, imagery, and dialogue across Chapters 2–3.
• Trace how Coraline's courage develops from passive dissatisfaction in Chapter 1 to active resistance in Chapter 3.
• Write a sustained, evidenced analytical paragraph that embeds and interrogates quotations from the novel.
• Evaluate how Gaiman uses the motif of eyes — real and button — to explore the theme of illusion versus reality.

The sequence

1. Lesson 1: A Flat, Damp, Boring Day: Setting and Desire in Chapter 1

   55 min · ch. 1

   Do now

   On the board: 'List three things you've always wanted but can't have. Then, write a sentence about what you would be willing to risk to obtain them.' Students spend four minutes writing on their own—no teacher input required. This sets the stage for the theme of desire that motivates Coraline's character in Chapter 1.

   Teacher input

   Model a close reading of the passage in Chapter 1 where Coraline explores the grounds of the house and counts the doors and windows ('Coraline counted the doors and windows'). As we think through this, let's consider how Gaiman’s use of the verb 'counted' — which feels precise, methodical, and almost obsessive — reflects a child who is attempting to bring order to a world that seems dull and indifferent to her. Guide students in transitioning from the specific word choice to its effect and then to the broader theme within a single sentence. Write this model paragraph on the board.

   Independent task

   Students are tasked with writing a complete PEEL paragraph (around 120–150 words) that responds to the question: 'How does Gaiman use the setting of the new house and garden in Chapter 1 to illustrate Coraline's desire for more than her mundane life?' Each student must include at least two quotations from Chapter 1—one relating to the flat, the garden, or the rain, and another reflecting Coraline's actions or speech. Additionally, they should analyze the effect of at least one specific word or phrase. The paragraphs will be gathered at the end of the lesson for assessment.

   Exit ticket

   On a sticky note, students complete this sentence in their own words: 'Gaiman makes the reader feel that Coraline's ordinary world is _______ because he uses the word/phrase _______, which suggests _______.' Students hand the sticky note to the teacher as they leave.

2. Lesson 2: Too Good to Be True: Seduction and Unease in Chapter 2

   55 min · ch. 2

   Do now

   On the board: 'Check out this sentence from Chapter 2 — "The other mother smiled. Her eyes were very green." Come up with two questions that this sentence raises for you. Please don’t look ahead in the text.' Students write their questions on their own, honing their inference and prediction skills before the lesson starts.

   Teacher input

   Model a close reading of the passage in Chapter 2 where Coraline first sits down to eat in the Other Mother's kitchen, and the food is described as 'so good' and 'so real'. Consider how Gaiman uses the term 'real' with a sense of irony — the food is exaggeratedly real, more real than real, which hints that it is actually false. Demonstrate to students how to analyze structural irony: what Coraline believes in this moment contrasts with what the reader has been subtly cautioned to question. Write a model sentence on the board that identifies the technique, quotes the word, and connects it to the theme of illusion.

   Independent task

   Students will annotate a printed excerpt from Chapter 2, specifically the section that starts when Coraline enters the Other flat and concludes after her first meal with the Other Mother and Other Father. They will then write two paragraphs, totaling around 200 words, in response to the question: "How does Gaiman make the Other World seem both appealing and threatening in Chapter 2?" The first paragraph should concentrate on one technique that enhances the allure of the Other World, such as sensory detail or the attentiveness of the Other Father. The second paragraph should examine one technique that evokes discomfort, like the Other Mother's unnaturally green eyes or the button eyes of the Other Father. Each paragraph must include at least one embedded quotation and a discussion of a specific word choice. Students are to submit their annotated extract along with their written paragraphs.

   Exit ticket

   Students write one sentence on a slip of paper: 'The most important word Gaiman uses to make the Other World feel sinister in Chapter 2 is _______ because _______.' Collected at the door.

3. Lesson 3: Needle and Thread: How Gaiman Constructs the Beldam in Chapters 2–3

   55 min · ch. 2, 3

   Do now

   On the board: "Write down every adjective or verb you can recall being used to describe the Other Mother in Chapters 1 and 2. You have four minutes. Don't open the book yet." After two minutes, students can open the text to verify and expand their list. This gets them thinking about what they’ve read and sharpens their focus on Gaiman's language choices before we dive into modeling.

   Teacher input

   Model a close reading of the passage in Chapter 3 where we first see the Other Mother's true nature. Focus on the moment when she tells Coraline she must stay, describing her fingers as 'too long' and moving 'like the legs of a spider.' As you think aloud, consider how Gaiman uses the spider simile to combine two ideas: the Beldam as a predator and Coraline as its trapped prey. Demonstrate to students how to connect a language technique to a structural idea—the spider simile isn’t just a detail; it sets the stage for the web of illusion that Coraline needs to escape. Write a sample analytical sentence on the board that identifies the technique, includes the quote, explains its effect, and relates it to the broader themes of good and evil in the novel.

   Independent task

   Students will write three analytical paragraphs (totaling about 250–300 words) in response to the question: "How does Gaiman use language to present the Other Mother (the Beldam) as a villain in Chapters 2 and 3?" Each paragraph should concentrate on a different technique: the first paragraph should discuss her physical description (such as her eyes, fingers, or hair); the second should analyze a line of dialogue from the Beldam in Chapter 2 or 3, focusing on the word choice; and the third should explore the contrast between what she offers and what she truly desires. Each paragraph must include at least one quotation and comment on at least one specific word. Students are to submit their three paragraphs at the end of the lesson.

   Exit ticket

   Students answer this question in two or three sentences before leaving: 'Why does Gaiman use a spider simile for the Other Mother's fingers rather than, say, a snake simile? What does the spider specifically suggest about the Beldam's method of trapping Coraline?'

4. Lesson 4: Button Eyes and Real Eyes: The Motif of Sight and Illusion Across All Three Chapters

   55 min · ch. 1, 2, 3

   Do now

   On the board: 'Without opening the book, jot down every instance you can recall in Chapters 1–3 where eyes are mentioned — whose eyes they are, their appearance, and what the character is doing at that time. You have four minutes.' This exercise brings to light the eye/button motif that students will explore today and shows how much they've absorbed from previous lessons.

   Teacher input

   Model a thematic tracking analysis using the button-eyes motif. Start at Chapter 2 and read aloud the part where Coraline first sees the Other Father's button eyes ('They were big black buttons'). Then, move to Chapter 3 and read the moment when the Other Mother offers Coraline button eyes of her own. As you go, think through how Gaiman uses this motif: the buttons change from being a sign of the Other World's oddity to a representation of what Coraline would lose — her ability to perceive reality as it truly is. Demonstrate to students how to write about a motif throughout a text: quote from those two different moments, explain how the meaning evolves, and connect it to a theme (in this case, illusion versus reality and the cost of growing up).

   Independent task

   Students are required to write a structured response of about 300 words to the question: "How does Gaiman use the motif of eyes and button eyes in Chapters 1–3 to explore the theme of illusion versus reality?" In their responses, students must: (a) quote and analyze at least one instance from Chapter 1 that involves Coraline's real eyes or gaze; (b) quote and analyze the first appearance of the Other characters' button eyes in Chapter 2; (c) quote and analyze the moment in Chapter 3 when button eyes are offered to Coraline, discussing what it would mean if she accepted them. They should finish with a sentence that connects the motif to the theme of growing up or courage. Written responses will be submitted for grading.

   Exit ticket

   Students write one full sentence on a slip of paper that completes this thought: 'The button eyes are the most important symbol in the novel so far because they represent _______, and Gaiman uses them to warn the reader that _______.'

5. Lesson 5: Assessed Write-Up: Courage, Illusion, and Growing Up in Chapters 1–3

   55 min · ch. 1, 2, 3

   Do now

   On the board: 'You have five minutes. Please re-read the last paragraph of Chapter 3. Write down: (1) one word or phrase that reflects how Coraline has changed since Chapter 1; (2) one word or phrase that indicates what she is still afraid of. Keep it to phrases — this is just a thinking exercise.' This prompts students to think about character development right before they start their assessed piece.

   Teacher input

   Sure! Here’s a humanized version of your request:

   ---

   Model the opening of a strong essay response to today’s question, writing live on the board. Start with the passage in Chapter 1 where Coraline stands at the door to the drawing room, then move to the moment in Chapter 3 where she stands at the corresponding door in the Other World. Think aloud as you craft a conceptual claim, like “Gaiman structures Chapters 1–3 around the image of a door…” After that, embed a quote from each chapter to illustrate how this idea develops. Finally, connect this to the theme of growing up in a single sentence. Remember, the most effective responses progress through the text in chronological order while maintaining a focus on one central idea.

   ---

   Summary of changes made:

   • Simplified some phrases for clarity.
   • Used more direct language to enhance readability.
   • Maintained the original meaning, length, and structure.

   Independent task

   Write a detailed analytical essay of 400–500 words addressing the question: 'How does Gaiman depict Coraline's growing courage in Chapters 1–3?' Your essay should start with a clear statement about how Gaiman shapes Coraline's development throughout these chapters. Examine at least one moment from Chapter 1 that illustrates her feelings of dissatisfaction or passivity (be sure to quote and discuss at least one specific word). Then, look at a moment from Chapter 2 that reveals her curiosity shifting towards something more perilous (again, quote and analyze at least one specific word or image). Next, explore a moment from Chapter 3 that demonstrates her beginning to assert herself or resist (include a quote and commentary on at least one specific word or image). Finally, conclude with a sentence linking Coraline's bravery to the overarching theme of growing up in the novel. You may draw upon quotations you have previously analyzed in earlier lessons. Please ensure your writing is in continuous prose without bullet points or subheadings.

   Exit ticket

   Before you hand in your essay, write one sentence at the bottom of your final page answering this question: looking back at the three chapters we have studied, which single moment do you think is the turning point in Coraline's development from passive child to active, courageous protagonist — and why does that moment, rather than any other, mark the change?

Activities

Assessment

• Lesson 1 sticky-note exit ticket: does the student identify a specific word from Chapter 1 and offer a plausible inference about Coraline's desire, rather than a vague paraphrase of plot?
• Lesson 2 annotated extract: are both the attraction and the threat of the Other World evidenced with quotation, or does the student rely on assertion alone?
• Lesson 3 exit ticket: does the student explain why the spider simile is specifically appropriate to the Beldam's method — predation, web, patience — rather than simply restating that it makes her seem scary?
• Lesson 4 written response: does the student track the button-eyes motif across at least two chapters and show how its meaning develops, rather than treating each quotation in isolation?
• Lesson 5 do-now: can the student identify a specific word or phrase from Chapter 3 that marks a change in Coraline, demonstrating retention and readiness to write the assessed piece?

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, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• 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 as well as its aesthetic impact.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature and support it with evidence from the text.
• Figurative Language (FIG-1) — Explain the function of figurative language in a literary text, including simile, imagery, and symbol.
• Character (CHR-1) — Explain the function of a character, including how complex characters develop over the course of a text.
• Structure (STR-1) — Explain the function of structure in a text, including how an author's structural choices contribute to meaning.

AQA

• AO1 — Read, understand and respond to texts; sustain a critical stance and 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.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written, read and received (here: the Gothic tradition and children's literature conventions).

Edexcel

• AO1 — Develop an informed personal response to literary texts, using associated concepts and terminology, and coherently structured.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form and structure.
• AO4 — Explore connections across literary texts, including the significance of context (here: the tradition of fairy-tale and Gothic horror for young readers).

IB Lit

• Readers, writers and texts — Analyse how the author's choices of language, structure and form shape meaning and the reader's experience.
• Time and space — Examine how the setting of the Other World in Chapter 2 functions as both a narrative device and a thematic statement about illusion and desire.
• Intertextuality — Consider how Gaiman draws on fairy-tale and Gothic conventions to construct the Beldam and Coraline's journey.