Objectives

• Analyse how Green constructs Hazel's first-person narrative voice in Chapter 1, identifying the techniques he uses to balance dark comedy with pathos.
• Explain how Green develops the relationship between Hazel and Augustus through specific metaphors, dialogue, and structural choices in Chapters 2–6.
• Evaluate how Green uses the Amsterdam sequence (Chapters 10–13) and Peter Van Houten's character to explore the limits of language and the desire for meaning in the face of death.
• Trace how Green presents grief and loss through Hazel's narration in Chapters 20–23, selecting and embedding quotations to support a sustained argument.
• Write a full analytical essay that argues a clear interpretation of how Green uses language to present the tension between love and mortality, drawing on evidence from across the novel.

The sequence

1. Lesson 1: Hazel's Voice: Dark Comedy and Pathos in Chapter 1

   55 min · ch. 1

   Do now

   Read the opening paragraph of Chapter 1 ('Late in the winter of my seventeenth year…'). Write two observations: one about what Hazel reveals about herself, and one about the tone of the sentence 'I did not tell him that the diagnosis came three months later.' Keep your thoughts to yourself — express your own ideas.

   Teacher input

   Sure! Here's the humanized version of your request:

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   Model a close reading of the passage in Chapter 1 where Hazel describes the support group in the 'Literal Heart of Jesus' — from 'The support group met every Wednesday' to 'the chairs arranged in a circle of doom.' Explore how Green uses the capitalized phrase 'Literal Heart of Jesus' to add a layer of irony that undermines the expected religious reverence. Analyze how the list of Patrick's credentials ('Patrick, who had one testicle…') introduces bathos, creating a contrast that lightens the mood. Also, note how the parenthetical aside '(not literally)' reveals Hazel's emotional distance as a coping strategy. Teach students to incorporate short quotations into their analysis, naming the technique before discussing its impact.

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   Summary of Changes Made:

   • Simplified language for clarity.
   • Enhanced flow and naturalness without altering meaning or the structure.

   Independent task

   Students are tasked with writing an analytical paragraph of at least 120 words that discusses how Green employs narrative voice in Chapter 1 to portray Hazel as both a trustworthy observer and an emotionally reserved teenager. Each student must include at least two quotations from Chapter 1, identify a literary technique for each (such as irony, bathos, parenthetical aside, or free indirect discourse), and explain how these choices enhance the reader's insight into Hazel's relationship with her illness. Paragraphs are to be submitted at the end of the lesson for teacher evaluation.

   Exit ticket

   In one sentence, name the technique Green uses most consistently in Chapter 1 to stop the novel feeling purely tragic, and give the three-word quotation that best illustrates it.

2. Lesson 2: Metaphor and Connection: How Hazel and Augustus Are Built in Chapters 2–6

   55 min · ch. 2, 3, 4, 5, 6

   Do now

   Without opening the novel, jot down all the details you recall about Augustus's words or actions during his first encounter with Hazel in Chapter 2. After that, write a single sentence about what you think the unlit cigarette he places in his mouth symbolizes. You have four minutes.

   Teacher input

   Model a close reading of the passage in Chapter 2 where Augustus explains the unlit cigarette to Hazel — from 'It's a metaphor, see' to 'You put the killing thing right between your teeth, but you don't give it the power to do its killing.' In this section, Green uses Augustus's speech as a meta-fictional signal: the novel itself explores how death can define life, but Augustus chooses not to let it. The structure of his explanation, featuring short declarative sentences followed by a longer, more complex sentence, reflects Augustus's confident demeanor. Meanwhile, Hazel's simple response, 'Okay,' indicates her reluctance to be swayed by his bravado. Annotate this on the board.

   Independent task

   Students will write a comparative analytical paragraph of at least 130 words, exploring how Green employs the cigarette metaphor in Chapter 2 and the 'grenade' metaphor in Chapter 3, where Hazel refers to herself as 'a grenade' that will eventually explode and harm those she loves. This analysis should highlight two contrasting attitudes toward mortality. Students must include direct quotes from both chapters, accurately identify the metaphors, and discuss which character's metaphor Green portrays more sympathetically at this stage in the novel. They should use evidence of tone and narrative perspective to back up their argument. Paragraphs will be collected at the end of the lesson.

   Exit ticket

   Write one sentence explaining what the structural choice of placing Augustus's cigarette metaphor in Chapter 2 and Hazel's grenade metaphor in Chapter 3 — back to back — suggests about how Green wants readers to compare these two characters at the novel's opening.

3. Lesson 3: The Limits of Language: Van Houten, Amsterdam, and the Desire for Meaning (Chapters 10–13)

   55 min · ch. 10, 11, 12, 13

   Do now

   Re-read the moment in Chapter 11 when Hazel and Augustus finally meet Peter Van Houten, and he declines to answer Hazel's question about Anna's mother's fate after the novel concludes. Hazel seeks closure and understanding from Van Houten, but instead, he offers her vague dismissal and frustration.

   Teacher input

   Model a close reading of the passage in Chapter 12 where Van Houten begins his speech with, "You are a side effect of an evolutionary process," and concludes with, "There is no meaning." Analyze how Green intentionally positions Van Houten as a counterpoint to the comforting narratives typically found in literature. His nihilistic views are not only grammatically precise but also rhetorically refined, making his perspective more impactful than mere cruelty. Highlight how Van Houten's lengthy, complex sentences stand in stark contrast to Hazel's brief, fragmented replies. This syntactical disparity underscores one of the novel's core themes: while language can articulate the concept of death, it ultimately falls short of offering redemption. Display this contrast on the board as an example for students.

   Independent task

   Students will write two analytical paragraphs, totaling at least 150 words, arguing how Green uses Peter Van Houten in Chapters 11 and 12 to explore the idea that literature cannot provide the answers we demand of it. In the first paragraph, students should analyze Van Houten's language, including at least one embedded quotation and one named technique. In the second paragraph, students must explain how Hazel's reaction—particularly her line in Chapter 12, "I kept waiting for him to mean it differently"—reveals what she has been seeking from An Imperial Affliction throughout the novel. Both paragraphs should be submitted together.

   Exit ticket

   In two sentences, explain why Green makes Van Houten an author rather than, say, a doctor or a priest — what does this specific choice of profession allow Green to explore about the relationship between storytelling and mortality?

4. Lesson 4: Grief on the Page: Hazel's Narration in Chapters 20–23

   55 min · ch. 20, 21, 22, 23

   Do now

   Open to the first page of Chapter 20. Read the first three paragraphs quietly. Afterward, without referencing the page, jot down the one image or detail that stood out to you the most, and in one sentence, explain why you believe Green chose to include it at this specific point in the story.

   Teacher input

   Model a close reading of the passage in Chapter 21 where Hazel reads Augustus's eulogy for himself at the pre-funeral — from "You have a choice in this world, I believe, about how to tell sad stories" to "We're as likely to hurt the universe as we are to help it, and I'm not sure we're capable of the latter." Show how Green uses free indirect discourse to blur the line between Augustus's voice and Hazel's narration, making it unclear whether these are Augustus's words or Hazel's recollections reshaping them. Analyze how the phrase "I believe" softens the philosophical assertion, keeping Augustus relatable rather than idealized, and how this choice prevents the novel from sentimentalizing death. Annotate the passage on the board.

   Independent task

   Students are required to write one extended analytical paragraph — at least 150 words — discussing how Green utilizes Hazel's narration in Chapters 20–23 to illustrate grief as an active, language-making process rather than something passive. The paragraph must include at least three quotations from these chapters, with at least one coming from Augustus's eulogy before the funeral in Chapter 21. Additionally, students should accurately incorporate the terms 'free indirect discourse,' 'retrospective narration,' or 'elegiac tone' at least once each. The completed paragraph is due by the end of the lesson.

   Exit ticket

   Write one full sentence answering this question: in Chapter 23, Hazel says 'I do not say: you are killing him.' What does Green achieve by having Hazel narrate what she does not say, rather than simply narrating silence?

5. Lesson 5: Love Against Mortality: Writing the Full Essay Across the Novel

   60 min · ch. 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25

   Do now

   The quotes illustrate the complex interplay between love and mortality in the novel, where the assertion of identity as a "grenade" signifies both the potential for emotional destruction and the depth of connection, Hazel's simple acknowledgment of Augustus's declaration underscores the profound impact of love in the face of inevitable loss, and the poignant reflection on the gift of "forever within the numbered days" encapsulates the beauty and tragedy of fleeting moments shared amidst the reality of life's temporality.

   Teacher input

   Model how to create a thesis-driven introduction using the question, "How does Green use language to present the tension between love and mortality in The Fault in Our Stars?" On the board, illustrate how a strong introduction identifies the tension—depicting love as both a reaction to mortality and a source of deeper pain. Indicate the structure of the argument, which will consist of three body paragraphs: starting with Hazel's self-imposed isolation in Chapter 3, moving through the Amsterdam chapters (10–13), and concluding with the elegy in Chapters 20–25. Incorporate one quotation in the opening paragraph, ensuring it flows naturally without excessive explanation. Emphasize that the thesis statement should present a claim that invites potential counterarguments.

   Independent task

   Students are required to compose a full analytical essay of 500–700 words addressing the question: 'How does Green use language to convey the tension between love and mortality in The Fault in Our Stars?' The essay should include an introduction featuring a clear, arguable thesis; at least three body paragraphs centered on different moments in the novel (students need to incorporate at least one quotation from Chapters 1–6, one from Chapters 10–13, and one from Chapters 20–25); and a conclusion that revisits the thesis and expands on it rather than merely restating it. Each body paragraph must identify at least one literary technique, embed at least one quotation, and analyze its effect on the reader. Students will write in silence and submit the essay at the end of the period. The essay should be presented in continuous prose without bullet points or headings.

   Exit ticket

   Re-read your thesis sentence. Write one sentence explaining what a reader who disagreed with your thesis might argue instead, and then write one sentence explaining why your reading of the text is more convincing than that counter-argument.

Activities

Assessment

• Lesson 1 paragraph: marker checks whether students name a specific technique (not just 'the author uses language') and connect it to Hazel's emotional guardedness rather than illness in general.
• Lesson 2 comparative paragraph: marker checks whether students argue which metaphor Green presents more sympathetically, not merely describe both — a description without a claim is flagged for feedback.
• Lesson 3 double paragraph: marker checks whether the second paragraph moves beyond plot summary of Van Houten's rudeness to an explanation of what Hazel's line 'I kept waiting for him to mean it differently' reveals about her relationship with fiction and consolation.
• Lesson 4 extended paragraph: marker checks accurate use of at least one of the three named critical terms (free indirect discourse, retrospective narration, elegiac tone) — a term used but not demonstrated in the quotation chosen is flagged.
• Exit ticket, Lesson 5: marker checks whether the student can articulate a genuine counter-argument (not a straw man) and then rebut it with a specific textual reference — a rebuttal that simply reasserts the original claim without new evidence is returned with a prompt.

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.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant.
• 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 a literary text and supports that claim with evidence.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases, including extended metaphors, in a literary text.
• Narration (NAR-1) — Explain the function of point of view, including first-person retrospective narration and free indirect discourse, in a literary text.
• Character (CHR-1) — Explain the function of contrasting characters — including Hazel, Augustus, and Van Houten — in revealing theme.
• Structure (STR-1) — Explain how an author's structural choices — including chapter sequencing and juxtaposition of metaphors — contribute to the development of meaning.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response with references to the text.
• 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 and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Develop an informed response to a text, using textual references including quotations to support and illustrate interpretations.
• AO2 — Explain how language, structure and form contribute to writers' presentation of ideas, themes and settings.
• AO3 — Explore links and connections between texts and their contexts.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the literary work, including specific scenes, characters, and authorial choices.
• Criterion B — Analyse the ways in which the author's choices of language, structure, technique, and style shape meaning.
• Criterion C — Develop and sustain a focused line of argument supported by relevant textual evidence.