Objectives

• Analyse how Austen uses free indirect discourse to present Anne Elliot's interiority and moral intelligence across the novel.
• Analyse how Sir Walter's relationship with the Baronetage in Chapter 1 establishes social class and vanity as structural targets of Austen's irony.
• Explain how the Lyme Regis accident (Chapters 7–8) functions as a structural turning point that reverses the power dynamic between Anne and Wentworth.
• Evaluate how Austen presents persuasion itself as both a moral failing and a moral virtue through the contrasting figures of Lady Russell and Louisa Musgrove.
• Write a fully evidenced analytical paragraph that embeds quotation, analyses language and form, and connects to context.
• Construct a sustained argument about gender and power in Persuasion, drawing on evidence from at least three moments in the novel.

The sequence

1. Lesson 1: Sir Walter's Mirror: Class, Vanity and Austen's Irony in Chapter 1

   60 min · ch. 1, 2

   Do now

   1. Sir Walter Elliot is portrayed as someone who values his own entertainment above all else, suggesting a self-indulgent or superficial nature.
   2. His preference for reading only the Baronetage indicates a preoccupation with social status and lineage, hinting at his vanity and concern for appearances.

   Teacher input

   Model a close reading of the Baronetage passage in Chapter 1—particularly the moment when Austen notes Sir Walter's annotation, "Heir presumptive, William Walter Elliot, Esq.," and the blank space he leaves for "future classes." Illustrate how the free indirect discourse merges the narrator's voice with Sir Walter's self-congratulation, making the irony inherent in the structure rather than explicitly stated. Guide students in naming this technique, quoting accurately, and connecting it to Austen's critique of inherited rank versus earned merit in the post-Napoleonic context.

   Independent task

   Students are tasked with writing a PEEL paragraph (150–200 words) that responds to the question: "How does Austen use the Baronetage in Chapter 1 to portray Sir Walter as a figure of satire?" They are required to include at least two quotations from Chapter 1, identify either free indirect discourse or irony as a technique, and connect their analysis to the social-class context of the novel. Paragraphs should be submitted either on paper or digitally for grading.

   Exit ticket

   Free indirect discourse is a narrative technique that blends the voice of the narrator with a character's thoughts and feelings. One word from Chapter 1 that reflects Sir Walter's voice is "handsome."

2. Lesson 2: 'A Strong Mind': Anne, Lady Russell and the Ethics of Persuasion in Chapters 2 and 6

   60 min · ch. 2, 6

   Do now

   Chapter 2 reveals that Anne was convinced to end her engagement. Reflect on this without referring to the text: was Lady Russell justified in her persuasion? Provide one supporting reason and one opposing reason. You have four minutes.

   Teacher input

   Model a reading of the hazel-nut speech in Chapter 6, where Wentworth tells Louisa: "The worst flaw in a character that is too yielding and indecisive is that no one can truly rely on it." Austen uses free indirect discourse here, allowing us to perceive Wentworth's bias. The term "firmness" takes on an ironic twist, especially since Louisa's so-called "firmness" leads to the Cobb accident in the subsequent chapter. This structural irony operates not only within the confines of a single sentence but also spans across chapters, underscoring the disconnect between perception and reality.

   Independent task

   Students annotate a printed extract: the paragraph in Chapter 2 that starts with 'He was, at that time, a remarkably fine young man' and ends with 'she had been forced into prudence in her youth.' They identify: (a) one instance of free indirect discourse, (b) one word that carries ironic weight, and (c) one phrase that reflects Anne's self-awareness. Below the extract, they write three sentences explaining how Austen encourages the reader to sympathise with Anne instead of supporting Lady Russell's decision. The annotated sheets are then collected.

   Exit ticket

   Write the word Wentworth uses in Chapter 6 to praise Louisa, then provide one reason why Austen wants us to be skeptical of that word by the time we get to Chapter 7.

3. Lesson 3: The Cobb as Turning Point: Competence, Crisis and Structural Reversal in Chapters 7–8

   60 min · ch. 6, 7, 8

   Do now

   Read the single sentence from Chapter 8: 'Anne, there is no one so proper, so capable as Anne.' Write down who says this, to whom, and why it's important considering how Wentworth has treated Anne up to this point. Take three minutes for silent writing.

   Teacher input

   Model a structural analysis of the Lyme Regis sequence using two paired moments: (1) the Chapter 6 hazel-nut speech, where Wentworth criticizes Anne's yielding nature, and (2) his exclamation 'Anne, there is no one so proper, so capable as Anne' in Chapter 8. Illustrate how Austen crafts a reversal: Louisa's 'firmness' leads to chaos, while Anne's composed competence brings about order. Explain how to analyze structure — not merely stating 'this is a turning point' but exploring how the repetition of language throughout the chapters enhances meaning.

   Independent task

   Students are tasked with writing a structured comparison (200–250 words): "Compare how Austen presents Anne's character during the walk to Winthrop in Chapter 6 and in the aftermath of Louisa's fall in Chapter 8. What has changed, and how does Austen's language indicate this?" They need to include quotes from both chapters and use the word 'structure' or 'structural' at least once in a meaningful analytical sentence. Written responses should be submitted.

   Exit ticket

   One technique Austen employs in Chapter 8 to illustrate Wentworth's shifting feelings towards Anne is through his use of language. Three words that highlight this change are "tenderness," "regret," and "admiration."

4. Lesson 4: Surfaces and Secrets: William Elliot, Mrs. Smith and the Limits of Persuasion in Chapters 11–12

   60 min · ch. 11, 12

   Do now

   Chapter 11 describes William Elliot as having 'a sensible, discerning mind' and 'a warmth and delicacy' of feeling. Chapter 12 reveals he is a calculating fortune-seeker. Write: Austen employs dramatic irony by presenting a positive description of William Elliot before revealing his true nature. This technique allows readers to initially trust his character, only to later discover the contrast between appearances and reality, heightening the sense of betrayal.

   Teacher input

   Model a reading of Mrs. Smith's revelation scene in Chapter 12 — particularly the moment when she tells Anne that William Elliot 'had long had his eye on' the Elliot family and that 'he cares for nothing but money.' Examine Mrs. Smith's role as a structural device: her social powerlessness (illness, widowhood, financial ruin) grants her a clear perspective that those of higher status lack. Highlight how Austen employs her character to reveal the disparity between Bath's refined appearance and its underlying moral reality, linking this to the novel's critique of class.

   Independent task

   Students should respond in 200 words: "In what ways does Austen utilize Mrs. Smith in Chapter 12 to critique the values of Bath society?" Each response must: include direct quotes from Chapter 12, clarify how Mrs. Smith's social standing enhances her credibility as a moral observer, and connect to another instance in the novel (from any chapter) where outward appearances hide deeper moral truths. Responses will be written and submitted.

   Exit ticket

   Mrs. Smith is a more reliable moral guide than Lady Russell because she offers honest, practical advice based on her own experiences, as evidenced by her support for Anne's happiness despite societal pressures in Chapter 12.

5. Lesson 5: 'I Can Listen No Longer in Silence': Voice, Gender and the Letter in Chapters 13–14

   60 min · ch. 13, 14, 15

   Do now

   Read the opening of Wentworth's letter in Chapter 14: 'You pierce my soul. I am half agony, half hope.' Without any teacher input, write: what does the word 'pierce' imply about who holds the power in this moment? And regarding 'half agony, half hope' — how does the structure of that phrase affect its meaning? You have two minutes.

   Teacher input

   Model a close reading of the Harville–Anne exchange in Chapter 14, focusing on Anne's speech: 'We certainly do not forget you so soon as you forget us. It is, perhaps, our fate rather than our merit.' This moment marks the first time Austen gives Anne a public, argued voice in the novel, contrasting with the free indirect discourse that has previously conveyed her thoughts in private. The transition from her internal monologue to a spoken argument serves as a significant statement about gender: Anne asserts her right to be heard. This evolution connects to the concert scene in Chapter 13, where their communication remains fragmented and incomplete.

   Independent task

   Students are tasked with crafting a complete examination-style response (250–300 words) to the prompt: 'How does Austen depict the relationship between Anne and Wentworth in Chapters 13 and 14?' In their responses, they should include quotes from both chapters, analyze at least one structural feature (such as the transition from spoken conversation to written letter), and reference gender or social context at least once. This assignment represents the most extensive piece of independent writing in the sequence and will be assessed using the summative rubric.

   Exit ticket

   Wentworth writes a letter instead of speaking to Anne directly, which highlights the constraints of gender roles and power dynamics in Regency society, where men often resorted to written communication to navigate emotional complexities and assert their authority.

Activities

Assessment

• Exit ticket Lesson 1: student can name free indirect discourse and identify a word belonging to Sir Walter's voice — checks whether the modelled technique has been understood at a basic level.
• Annotated extract Lesson 2 (Ch.2): labels show whether students can distinguish free indirect discourse from authorial commentary and can explain sympathy as a constructed effect rather than a natural response.
• Paired quotation from Lessons 3 (Ch.6 and Ch.8): checks whether students can write about structure across chapters rather than treating each chapter as isolated.
• Exit ticket Lesson 4: one-sentence comparison of Mrs. Smith and Lady Russell — checks whether students have grasped social position as a lens that shapes moral vision, not just character preference.
• Exit ticket Lesson 5: one sentence on the letter and gender — checks whether students can connect a formal choice (letter vs. speech) to the novel's argument about women's voice.
• Spectrum activity (Firmness vs. Persuasion): teacher circulates to check whether groups are using textual evidence or relying on impression — a live check on close-reading habits mid-sequence.

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 (e.g. where a story is set, how the action is ordered, 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.
• 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) — Explain the function of a narrator or speaker in a literary text, including how point of view shapes meaning.
• Character (CHR-1) — Explain the function of contrasting characters in a literary text.
• Structure (STR-1) — Explain the function of a significant event or turning point in a literary text.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation and irony.
• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature and support it with evidence.

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 and received.
• AO5 (Language Paper, transferable analytical skill) — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

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 reference to language, form, structure and literary context.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO4 — Explore connections across literary texts, including comparisons of how authors use language, form and structure to create meaning.