Objectives

• Analyse how Walls uses narrative voice and specific language choices to position the reader in Chapter 1 (Prologue) and Chapter 2 (The Desert).
• Explain how Rex Walls is simultaneously idealised and condemned across Chapters 2, 6, and 11, using embedded quotation.
• Write an evidenced paragraph that tracks how the theme of social-class inequality is constructed through setting detail in Chapters 3 and 4.
• Evaluate how the memoir's structure — moving from the Prologue forward and then to the Epilogue — shapes the reader's understanding of forgiveness and resilience.
• Produce a full analytical essay that sustains a clear argument about one theme across at least four chapters, selecting and embedding quotations independently.

The sequence

1. Lesson 1: Shame, Wonder and the Narrative Voice: Prologue and The Desert

   55 min · ch. 1, 2

   Do now

   Rewritten Text: Read the opening paragraph of Chapter 1 (the taxi scene on Park Avenue) silently. Write two sentences: one describing what Jeannette sees, and one describing how she feels. Use a word from the text in each sentence. You have four minutes and can start whenever you're ready.

   Changes made:

   • Changed "do not need to wait for instructions" to "can start whenever you're ready" for a more inviting tone.

   Teacher input

   Model a close reading of the sentence 'I was sitting in a taxi, wondering if I should leap out and duck into the subway' (Ch.1). Discuss how the verb 'leap' suggests a sense of panic and urgency rather than a measured choice, and how the subordinate clause 'wondering if I should' reveals internal struggle rather than decisive action — Walls is frozen by shame. In contrast, consider the phrase 'the desert sky' in Ch.2, where the syntax expands outward, illustrating how Walls employs sentence structure to reflect emotional state.

   Independent task

   Students are tasked with writing a single PEEL paragraph (at least 120 words) that addresses the question: 'How does Walls use language in the taxi scene (Ch.1) to evoke her shame in the reader?' They should include at least two quotations from Chapter 1, analyze a specific verb or noun in each, and conclude the paragraph with a sentence that links Jeannette's shame to the memoir's overarching theme of family loyalty. The completed paragraph should be submitted on a half-sheet for teacher assessment.

   Exit ticket

   Write one sentence explaining why Walls chose to open the memoir in the present day (Ch.1) rather than at the beginning of her childhood — what effect does this structural choice create for the reader?

2. Lesson 2: Rex Walls: Hero, Dreamer, Destroyer

   55 min · ch. 2, 6, 11

   Do now

   Sure! Here’s your humanized version:

   Without checking any references, jot down three adjectives that come to mind when you think of Rex Walls based on your reading thus far. For each adjective, include the specific moment from the text that shaped your impression. You have five minutes to complete this task, and please work quietly.

   Teacher input

   Model a dual-perspective reading of Rex in Chapter 2 by examining the moment when Rex teaches Jeannette to swim by throwing her into a hot spring and pulling her out repeatedly. He encourages her with the words, "You can do it. If you don't, you'll drown." This scene illustrates both an act of love—his supportive words and the way he keeps rescuing her show his concern—and a reckless approach that hints at his later neglect due to alcoholism in Chapter 6. To convey both interpretations in one sentence, you might write: "While Rex's direct speech suggests he cares for Jeannette's well-being, the repeated act of throwing her into the water implies a dangerous disregard for her safety."

   Independent task

   Students will write two connected PEEL paragraphs (combined minimum 200 words) arguing that Rex Walls is a more destructive than inspirational figure. They must include at least one quotation from Chapter 2 (early childhood), one from Chapter 6 (alcoholism), and one from Chapter 11 (Rex's death). Each quotation should be followed by a commentary on a specific language feature. The last sentence of the second paragraph must express a judgement about whether Walls forgives Rex by the end of the memoir. Paragraphs are to be submitted at the end of the lesson.

   Exit ticket

   In one or two sentences, explain what the phrase 'the Glass Castle' (Rex's perpetual building project) tells us about the difference between Rex's intentions and his actions — use the word 'illusion' or 'promise' in your answer.

3. Lesson 3: Poverty, Place and Social Class: Welch and Little Hobart Street

   55 min · ch. 3, 4

   Do now

   Take a look at the details listed below (on the board): a house without running water, a leaking roof that drips onto the beds, children heading to school on an empty stomach, and a mother who prioritizes painting over cooking. Rank these from 'most shocking to a reader' to 'least shocking' and write a sentence explaining why you chose the top item. You have five minutes.

   Teacher input

   Model how Walls conveys social-class inequality in Chapter 4 (Life on Little Hobart Street) through detailed descriptions of the setting, all without ever mentioning 'poverty'. Focus on the passage about the Walls house on Little Hobart Street — the 'cardboard and plastic bags' used to cover the windows, and the 'bucket' that acts as a toilet. Demonstrate to students how these concrete nouns create a cumulative effect that can be overwhelming, and how Walls's straightforward narration (lacking any complaint adjectives) heightens the discomfort of the deprivation. Briefly contrast this with Rose Mary's reaction in Chapter 3 when she first sees Welch.

   Independent task

   Students will compose a structured comparison paragraph of at least 150 words in response to the prompt: "How does Walls use setting detail in Chapters 3 and 4 to demonstrate that the Walls family's poverty is both material and psychological?" They need to include at least one specific detail from Chapter 3 (Welch, the arrival) and one from Chapter 4 (Little Hobart Street). Each detail should be accompanied by commentary on the impact of a particular concrete noun or verb. Additionally, students should write a sentence that connects the physical setting to a character's state of mind. The paragraph will be written in their exercise books, while the teacher circulates to assess two or three in real-time.

   Exit ticket

   Write one sentence explaining how Rose Mary's attitude to the house in Chapter 3 differs from Jeannette's, and what this difference reveals about the theme of illusion in the memoir.

4. Lesson 4: Structure and Survival: The New York Chapters and What They Undo

   55 min · ch. 7, 8, 9, 10

   Do now

   Without re-reading, jot down the names of the four Walls children in the order they head to New York. Next to each name, write a single word that captures what they are trying to escape. You have four minutes to complete this — remember, it’s all about what you can recall, not about looking anything up.

   Teacher input

   Model a structural argument using Chapters 7 and 8 together: illustrate to students how Lori's departure (Ch. 7) and Jeannette's departure (Ch. 8) are intentionally sequenced, with each sibling's escape reinforcing the significance of the other. This creates a cumulative argument about resilience and self-determination. Focus on the moment in Chapter 8 when Jeannette arrives in New York and describes the city as "a place where you could reinvent yourself." Highlight how this reflects Rex's dream language from Chapter 2, and point out the irony in Walls' use of this echo: the city offers what Rex's Glass Castle could never provide. Show how to write a structural point using the phrase "by placing X before Y, Walls suggests…".

   Independent task

   Students will compose a structured analytical paragraph (minimum 150 words) addressing the question: 'How does the sequence of the siblings' departures in Chapters 7, 8, and 9 develop the memoir's argument about resilience and escape?' They are required to reference at least two of the three chapters by number, incorporate at least two quotations, and include one sentence that uses the phrase 'by placing' or 'by sequencing' to highlight an explicit structural point. This paragraph should be submitted on a loose sheet to facilitate the return of written feedback prior to Lesson 5.

   Exit ticket

   Write one sentence explaining why Walls includes Chapter 10 — Rex and Rose Mary's move to New York and their eventual homelessness — immediately after the siblings have all escaped: what argument does this structural juxtaposition make about the limits of resilience?

5. Lesson 5: Sustained Argument: Writing the Full Essay

   60 min · ch. 1, 2, 6, 7, 8, 9, 10, 11, 12

   Do now

   Read the essay question on the board: 'How does Walls explore the theme of forgiveness in The Glass Castle?' Take five minutes to jot down a bullet-point plan: start with your main argument in one sentence, then outline three points you'll cover, and include one quotation for each point. Remember, this is just for your reference, so no need to write any full sentences yet.

   Teacher input

   Model the essay's opening paragraph live, using Chapter 1 (the taxi scene) and Chapter 12 (the Epilogue reunion dinner) as the structural frame. Start with a strong argument, such as: "Walls portrays forgiveness not as a one-time event of absolution but as a gradual, structured process, marked by the transition from the shame in Chapter 1 to the joyful gathering in Chapter 12." Then, include a relevant quotation from each chapter in the opening paragraph to clearly outline the essay's focus right from the beginning. To avoid merely summarizing, ensure that each quotation is followed by an analysis, using phrases like "this suggests" or "the effect of this is."

   Independent task

   Students will write a full analytical essay of 500–700 words in response to the question: "How does Walls construct the theme of forgiveness across The Glass Castle?" The essay should start with an introduction that presents a clear argument. It must include at least three body paragraphs, each focused on a different chapter (students should reference chapters by their subject — for example, "the taxi scene of the Prologue," "Rex's death in Chapter 11," or "the reunion dinner of the Epilogue"). Additionally, the essay should contain at least five embedded quotations, each followed by a comment on a specific word or phrase. One paragraph needs to explicitly discuss the memoir's structure, using phrases like "by opening with" or "by closing with." Lastly, the conclusion should revisit the question and offer a final evaluative judgment about whether Walls fully forgives her parents. Students are allowed to use their annotated texts as well as the paragraph they received feedback on from Lesson 4. The essay will be written under timed conditions and submitted at the end of the lesson.

   Exit ticket

   Re-read your conclusion. Write one sentence explaining what your essay has argued that a plot summary of The Glass Castle could never tell a reader — in other words, what has your analysis revealed that is not visible on the surface of the story?

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can articulate the effect of Walls's structural choice to open in the present day, revealing whether they understand narrative perspective.
• Lesson 1 PEEL paragraph: checks whether students can embed a quotation, comment on a specific word, and connect a local detail to a broader theme.
• Lesson 2 dual-perspective paragraphs: checks whether students can hold two contradictory readings of Rex simultaneously and sustain that tension across two linked paragraphs.
• Lesson 3 comparison paragraph: checks whether students can move between two chapters and connect setting detail to a character's psychological state.
• Lesson 4 structural paragraph (returned with written feedback before Lesson 5): checks whether students can make an explicit structural argument using the memoir's chapter sequence.
• Lesson 5 exit ticket: checks whether students can articulate the difference between analysis and summary — a key metacognitive skill for examination writing.

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.11-12.5 — 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 — Develop a thesis that interprets a literary text and defend it with evidence and commentary.
• Explaining Literary Significance — Explain the function of character, setting, and structure in a literary work.
• Selecting Evidence — Select and embed quotations that are precise and relevant to the argument being made.
• Analysing Figurative Language — Analyse how an author's word choices and narrative voice contribute to meaning.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response.
• 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 — 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.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text through relevant, specific references.
• Criterion B — Develop a structured and convincing literary argument supported by textual evidence.
• Criterion C — Analyse the effects of literary features, including narrative voice, structure, and language choices.