Objectives

• Analyse how Austen uses the entail and the Dashwood women's financial situation in Chapters 1–2 to expose the intersection of gender and economic power in Regency England.
• Analyse how Austen constructs Elinor and Marianne as contrasting figures through diction, free indirect discourse, and structural juxtaposition in Chapters 4–7.
• Explain how dramatic irony operates in Chapter 8 when Lucy Steele reveals her secret engagement to Elinor, and evaluate what this reveals about deception and social performance.
• Write an evidenced paragraph tracing how Marianne's near-death in Chapter 13 and Willoughby's confession in Chapter 14 function together as a moral and structural turning point.
• Evaluate how the paired resolutions of Chapters 15–17 complicate rather than simply endorse 'sense' over 'sensibility', using close reading of specific moments.

The sequence

1. Lesson 1: The Entail and the Economic Trap: Chapters 1–2

   60 min · ch. 1, 2

   Do now

   Read this sentence from Chapter 1: 'The whole was tied up for the benefit of this child, who, in occasional visits with his father and mother at Norland, had so far gained on the affections of his uncle, by such attractions as are by no means unusual in children of two or three years old.' Write two observations about what Austen's tone reveals about the child — and about the system that favours him.

   Teacher input

   Model a close reading of the passage in Chapter 2 where Fanny Dashwood talks John down from giving his half-sisters £3,000 to 'an occasional present of fifty pounds.' Illustrate how Austen employs free indirect discourse — allowing the narrative voice to align with Fanny's reasoning — so that Fanny effectively condemns herself through her own words. Guide students to quote the verb 'annuity' being reinterpreted as a 'burden' and explain how the paragraph's logic reflects the same reasoning as the entail: each step appears rational, while the end result is harsh.

   Independent task

   Students will write one analytical paragraph using the PEEL structure to answer the question: "How does Austen use Fanny Dashwood's speech in Chapter 2 to highlight the connection between money and gender in Regency England?" They need to quote at least two phrases from the negotiation scene, identify the narrative technique used, and link it to the broader context set up in Chapter 1. The paragraphs will be collected and assessed based on the accuracy of technique identification and the quality of the inferences made.

   Exit ticket

   Free indirect discourse is a narrative technique that blends the narrator's voice with a character's thoughts and feelings. One instance in Chapter 2 where Austen employs this technique to highlight Fanny Dashwood's self-incrimination occurs when her internal thoughts reveal her true motivations regarding her sister-in-law.

2. Lesson 2: Sense vs. Sensibility: Constructing the Contrasting Heroines in Chapters 4–7

   60 min · ch. 4, 5, 6, 7

   Do now

   Look at these two sentences — one describes Elinor in Chapter 6, and the other describes Marianne in Chapter 4. Without knowing which is which, write down which you think describes Elinor and which describes Marianne, and explain your reasoning using one word from each sentence. (Here are the sentences: 'She had an excellent heart — her disposition was affectionate, and her feelings were strong; but she knew how to govern them.' and 'She was sensible and clever; but eager in everything; her sorrows, her joys, could have no moderation.')

   Teacher input

   Model how to read the moment in Chapter 5 when Willoughby carries Marianne back to Barton Cottage alongside Colonel Brandon's perspective from Barton Park in Chapter 4. Pay attention to the contrasting verbs: Willoughby 'took her up in his arms' while Brandon 'looked' and 'observed'. Austen's structural choices—introducing Brandon first and having Willoughby appear as a physical interruption—already hint at a judgment that the reader may not yet be ready to make. Show how to annotate for structural irony.

   Independent task

   Students will complete a comparative annotation exercise. They will receive a printed excerpt from Chapter 7, where Marianne and Willoughby discuss poetry, along with a passage from Chapter 4, featuring Brandon listening to Marianne play the piano. They are to annotate both texts for: (a) the narrative voice's attitude towards each man, (b) one example of diction that reveals character, and (c) one structural observation regarding what Austen places before or after each scene. Annotations should be written in full sentences and submitted.

   Exit ticket

   One technique Austen employs in Chapters 4–7 to hint at Willoughby's true nature before Marianne catches on is in Chapter 4, where she uses the phrase "he was too good to be true."

3. Lesson 3: Dramatic Irony and Deception: Lucy Steele's Revelation in Chapter 8

   60 min · ch. 8

   Do now

   Before opening your book, take a moment to think: what does "dramatic irony" mean? Write down your definition, then make a prediction — considering what you've learned about Elinor so far — on how she might feel if she found out that Edward Ferrars was already engaged to someone else. You have four minutes.

   Teacher input

   Model a close reading of the paragraph in Chapter 8 where Lucy states, "I should not have mentioned it to you, if you had not given me reason to think you indifferent to him." Examine how Austen subtly combines Lucy's seemingly innocent demeanor with a shrewd social strategy. The line "I should not have mentioned it" functions as a veiled threat masquerading as a shared secret. Explore the disconnect between Lucy's words and her true intentions, noting how Elinor's measured response—"Elinor thought it wisest to say nothing"—serves as her own method of self-protection. Connect this analysis to the overarching theme of deception within the narrative.

   Independent task

   Students will craft a 200-word analytical response to the prompt: "In Chapter 8, both Lucy Steele and Elinor Dashwood are performing. How does Austen use dialogue and narrative comment to illustrate this?" They need to quote directly from the conversation between the two women, pinpoint at least one instance of dramatic irony, and discuss what the scene reveals about the social pressures faced by women. Responses will be gathered.

   Exit ticket

   Dramatic irony in Chapter 8 enhances the reader's experience by revealing insights and emotions that Elinor herself is unaware of, creating a deeper connection to the unfolding events.

4. Lesson 4: Crisis and Confession: Chapters 13–14 as Moral and Structural Turning Point

   60 min · ch. 13, 14

   Do now

   Read the opening paragraph of Chapter 13 silently. Identify three words or phrases that Austen uses to depict Marianne's illness. For each one, note whether it leans more towards the physical or emotional side — and consider if that distinction is significant.

   Teacher input

   Model a close reading of the moment in Chapter 14 when Willoughby tells Elinor: "My intentions were not always wrong. Have I explained away any part of my guilt?" Focus on the modal verb "were not always" — this represents a cautious, partial admission that also seeks forgiveness. Guide students to see this as Austen's most nuanced portrayal of Willoughby: he occupies a space between villain and victim. Notably, the confession is aimed at Elinor, not Marianne, highlighting a deliberate structural choice. Encourage discussion of the form (the confession scene as a genre) alongside the language used.

   Independent task

   Students are tasked with writing a structured analytical paragraph that addresses the question: "How do Chapters 13 and 14 together serve as a turning point for both Marianne and the reader's judgment of Willoughby?" In their responses, they should incorporate at least one reference to Chapter 13 (Marianne's fever) and one from Chapter 14 (Willoughby's confession to Elinor). Each paragraph must include a quotation from both chapters and discuss the impact of placing Willoughby's confession while Marianne is unconscious and unable to hear it.

   Exit ticket

   Willoughby's confession to Elinor instead of Marianne is significant because it reveals his understanding of Elinor's more rational and composed nature. This choice also highlights the dynamics of their relationships, suggesting that Willoughby perceives Elinor as a more suitable confidante.

5. Lesson 5: Resolution or Compromise? Evaluating the Endings in Chapters 15–17

   60 min · ch. 15, 16, 17

   Do now

   Look at this sentence from Chapter 17: 'Marianne Dashwood was born to an extraordinary fate. She was born to discover the falsehood of her own opinions, and to counteract, by her conduct, her most favourite maxims.' How do you interpret this—does it feel like a happy ending, a sad one, or is it something more nuanced? Share one reason for your view.

   Teacher input

   Model a close reading of the moment in Chapter 17 when Elinor hears Edward's proposal and 'burst into tears of joy, which at first she thought would be endless.' Pay special attention to the phrase 'at first she thought would be endless' — this qualification of her own happiness reflects Elinor's characteristic sensibility. In contrast, consider the narrator's description of Marianne's marriage to Brandon as 'not less the work of her own choice.' Analyze how both endings emphasize rational agency, and pose the question: Does Austen favor sense, or does she suggest that both sisters are finding a middle ground?

   Independent task

   Students create a complete essay plan that includes an introduction claim, three topic sentences (each supported by a quotation and chapter reference), and a conclusion that adds complexity to the argument. They will respond to the prompt: 'By the end of Sense and Sensibility, Austen suggests that neither pure sense nor pure sensibility is adequate for a woman navigating Regency society. How far do you agree?' After submitting their plans, they will engage in peer assessment using the rubric before preparing a full draft for homework.

   Exit ticket

   Austen's ending in Chapter 17 complicates the novel's title because it challenges traditional expectations of romance, revealing deeper themes of societal constraints and personal growth within relationships.

Activities

Assessment

• Exit ticket Lesson 1: accuracy of the definition of free indirect discourse and ability to locate a specific instance in Chapter 2 — looking for understanding that the narrative voice inhabits Fanny's perspective without quotation marks.
• Exit ticket Lesson 2: ability to name a technique used in Chapters 4–7 to foreshadow Willoughby's moral failure — looking for structural or linguistic evidence, not plot summary.
• Lesson 3 collected response: checking that students can distinguish between what Lucy says and what she means, and can name dramatic irony with a textual example from Chapter 8.
• Exit ticket Lesson 4: quality of reasoning about Austen's choice to direct Willoughby's confession at Elinor — looking for structural awareness, not just character sympathy.
• Lesson 5 essay plan peer assessment: checking that topic sentences make an argument rather than a point, and that each quotation is from a named chapter.
• Annotation tasks from Lesson 2 (Chapters 4–7 comparative extract): looking for the ability to distinguish narrative voice from character voice and to make a structural point, not just a language point.

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.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that interprets a literary text and is supported by relevant evidence.
• Character (CHR-1) — Explain the function of contrasting characters (Elinor and Marianne) and how their development advances the work's meaning.
• Narration (NAR-1) — Analyse how Austen's use of free indirect discourse and narrative distance shape the reader's understanding of characters' inner lives.
• Structure (STR-1) — Explain how the structural placement of scenes — Brandon's introduction before Willoughby's, Willoughby's confession during Marianne's unconsciousness — contributes to the work's meaning.
• Figurative Language and Tone (FIG-1) — Analyse how diction, syntax, and tone in specific passages reveal the narrator's attitude toward characters and social institutions.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received — specifically the legal and economic constraints on women under primogeniture and entail in Regency England.
• AO5 — Explore literary texts informed by different interpretations — specifically feminist and formalist readings of whether Austen endorses sense over sensibility.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology such as free indirect discourse, structural irony, and narrative voice.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including the social and legal position of women in 1811.
• AO4 — Explore connections across literary texts — for instance, connecting Austen's treatment of the marriage plot to its eighteenth-century predecessors and to later feminist rereadings.