Objectives

• Analyse how Applegate constructs Ivan's narrative voice in Ch.1–3 to establish his identity and world-view.
• Explain how the relationships between Ivan, Stella, Ruby, and Bob develop the themes of friendship and loyalty across Ch.3–8.
• Evaluate how Applegate uses art as a symbol of hope and agency in Ch.6, Ch.10, and Ch.11.
• Analyse how structural and language choices in Ch.9–13 build tension and convey the theme of freedom.
• Write a sustained, evidenced analytical paragraph (or multi-paragraph response) that makes and supports an argument about a named theme in the novel.

The sequence

1. Lesson 1: Who Is Ivan? Voice, Identity, and Domain (Ch.1–3)

   55 min · ch. 1, 2, 3

   Do now

   Without opening the book, jot down three things you already know or think you know about gorillas. Next, read the first page of Chapter 1 ('hello / i am ivan'). Write one sentence about what surprises you regarding Ivan's way of speaking, and another sentence about what his opening words reveal about him.

   Teacher input

   Model a close reading of the opening two pages of Ch. 1 ('I am Ivan. I am a gorilla… Not many humans know what gorillas really think'). Think aloud about Applegate's choice of short, declarative sentences and the lower-case 'i': demonstrate how the syntax reflects Ivan's straightforward self-sufficiency, and how using a lowercase 'i' might imply either humility or a world that has diminished him. Write one modeled sentence on the board: 'Applegate's use of short, declarative sentences in Ch. 1 —

   Independent task

   — portrays Ivan as a straightforward and self-sufficient narrator, but the use of a lower-case pronoun suggests an identity diminished by captivity.

   Exit ticket

   Write one sentence that names one language choice Applegate makes in Ch.1 or Ch.2 and explains what it shows about Ivan's relationship with his domain — your sentence must include a quotation from the text.

2. Lesson 2: Promises and Belonging: Stella, Ruby, and the Weight of Loyalty (Ch.3–8)

   55 min · ch. 3, 4, 5, 6, 7, 8

   Do now

   Revisit the last two pages of Chapter 3 where Stella shares her life story before the mall with Ivan. Without glancing forward, jot down two sentences predicting what Stella might request from Ivan and your thoughts on whether he will agree or not.

   Teacher input

   Model a close reading of the moment in Ch. 8 when Ivan promises Stella, saying, "I will find Ruby a new domain, Stella. I will find her a place with trees." Show students how to observe the shift in Ivan's syntax from Chapters 3 to 8: his sentences about Stella and Ruby become longer and more intricate compared to his typical straightforward statements, indicating his emotional growth. Write a modeled analytical sentence: "The conditional structure of Ivan's promise in Chapter 8 —

   Independent task

   — represents a shift that turns Ivan from a passive observer into someone with a clear sense of purpose.

   Exit ticket

   In two or three sentences, explain how the relationship between Ivan and Stella in Ch.3–8 develops the theme of loyalty — name at least one specific moment from the chapters and use one quotation.

3. Lesson 3: Art as Hope: Symbolism and Agency in Ch.6, Ch.10, and Ch.11

   55 min · ch. 6, 10, 11

   Do now

   Look at the chapter title 'art' (Ch.6). Before diving in, jot down a sentence predicting how art might impact a gorilla living in a shopping-mall enclosure. After reading the first half of Ch.6, write a sentence reflecting on whether your prediction was accurate, inaccurate, or more nuanced than you anticipated.

   Teacher input

   In Chapter 10, when Ivan decides what image to paint, he says, "I paint what I see in my mind… a place with trees and sky and mud." This moment is crucial for understanding the symbolism behind his mural. The image Ivan creates doesn't reflect his own past; instead, it embodies his hopes for Ruby's future. Thus, art transforms into a means of agency and love for Ivan, rather than merely an expression of himself. A modelled sentence could be: "In Chapter 10, Ivan's choice to paint a hopeful scene illustrates how art serves as a powerful expression of his love and aspirations for Ruby."

   Independent task

   rather than relying on his own memories, art becomes an act of selfless hope, turning the painting from personal expression into a visible promise.

   Exit ticket

   Write one full sentence that explains how Mack's reaction to the painting in Ch.11 deepens our understanding of the contrast between Ivan's world and the human world — include one quotation from Ch.11.

4. Lesson 4: Building to Freedom: Tension, Structure, and the Escape (Ch.9–13)

   55 min · ch. 9, 10, 11, 12, 13

   Do now

   Revisit the chapter titles for Ch. 9–13 ('the plan', 'the painting', 'mack's reaction', 'the escape', 'the zoo'). Without looking at the text, organize these five titles into a sequence that represents a tension curve — mark the peak. Afterward, write one sentence about which structural element of the novel (such as short chapters, present tense, or Ivan's perspective) you believe creates the most suspense.

   Teacher input

   Model a close reading of the opening page of Ch.12 ('the escape'), highlighting how Applegate's sentence length decreases sharply during the escape sequence. Demonstrate to students how to annotate for pacing: count the words per sentence in three consecutive moments and chart the decline. Discuss how this reflects Ivan's racing heartbeat and heightens the reader's anxiety. Provide a modelled sentence: 'In Ch.12, Applegate reduces her sentences to their shortest in the novel — some are just a single word — so that the prose captures the breathless urgency of Ivan and Ruby's escape.'

   Independent task

   Revisit the last page of Chapter 12 and the first page of Chapter 13. Compose two analytical paragraphs: the first should explore how Applegate employs sentence structure in Chapter 12 to create tension, while the second should examine how the imagery of the zoo in Chapter 13—featuring trees, the sky, and other gorillas—reflects Ivan's understanding of freedom. Each paragraph should start with a clear main idea, include at least one embedded quotation from the respective chapter, and conclude with a remark on its impact on the reader. Aim for a total of 150–200 words.

   Exit ticket

   Write one sentence that explains why Applegate ends Ch.13 with Ivan seeing other gorillas rather than with his escape from the mall — what does this structural choice suggest about what freedom really means in this novel?

5. Lesson 5: The Full Picture: Writing a Sustained Analytical Response (Ch.1–14)

   60 min · ch. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

   Do now

   Read the final page of Ch. 14 ('Goodbye and Hello'). Write two sentences: one that captures the emotion Ivan experiences at the end, and another that highlights the specific moment earlier in the novel that you believe best set him — and the reader — up for this conclusion.

   Teacher input

   Sure! Here’s a more humanized version of your text:

   ---

   Let's create a model for a multi-paragraph essay introduction that tackles the question, "How does Applegate use Ivan's narrative voice to explore the theme of freedom throughout the novel?" Begin by guiding students in crafting a thesis statement that clearly identifies the theme, the technique, and the main argument. For instance, you might say: "Applegate uses Ivan's straightforward, present-tense narration to show that freedom isn’t just about physical space; it’s an inner state that can only be reached through loyalty and love." As you write this model introduction on the board, take the time to label the thesis, outline the argument's roadmap, and highlight the first piece of evidence from Chapter 1.

   ---

   Summary of Changes Made:

   • Replaced "Model the construction of" with "Let's create a model for" to make it sound more inviting.
   • Changed "show students how to write" to "begin by guiding students in crafting" for a more engaging tone.
   • Altered "that names the theme, the technique, and the overall argument" to "that clearly identifies the theme, the technique, and the main argument" for clarity.
   • Made minor adjustments for readability without altering the original meaning or structure.

   Independent task

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

   ---

   Write a response of 300–400 words to the following question: 'How does Applegate use Ivan's narrative voice and the theme of art to explore what it means to be free?' Your response must: (1) open with a thesis sentence that clearly argues about both voice and art; (2) include at least three embedded quotations — one from Ch.1 or Ch.2 (where Ivan's voice establishes his world), one from Ch.6 or Ch.10 (discussing art and its meaning), and one from Ch.12, Ch.13, or Ch.14 (concerning freedom achieved or redefined); (3) analyze the language or structural choices in each quotation rather than just describing the events; (4) close with a sentence that reflects on how the novel's ending in Ch.14 ('goodbye and hello') reframes the meaning of freedom established at the beginning. Write in full paragraphs. Avoid using bullet points or a list.

   ---

   Let me know if you need anything else!

   Exit ticket

   Read back your thesis sentence and your closing sentence. In two or three sentences, explain whether your argument changed between the introduction and the conclusion — and if it did, identify the quotation or moment in the novel that shifted your thinking.

Activities

Assessment

• Lesson 1 exit ticket — checks whether students can identify and name a specific language choice (short sentences, lower-case pronoun) in Ch.1–2 and link it to Ivan's characterisation with a quotation.
• Lesson 2 exit ticket — checks whether students can track a relationship across multiple chapters (Ch.3–8) and connect a specific moment to the theme of loyalty using textual evidence.
• Lesson 3 exit ticket — checks whether students can read Mack's reaction in Ch.11 as a contrast that illuminates theme, and can embed a quotation in a full analytical sentence.
• Lesson 4 independent paragraphs — checks whether students can sustain a point-evidence-analysis structure across two paragraphs on different techniques (sentence length and imagery) drawn from Ch.12–13.
• Lesson 5 exit ticket — checks whether students can reflect metacognitively on their own argument, identifying where their thinking developed or shifted in response to a specific quotation.

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 (Claim) — Develop a defensible thesis that interprets the literary work and requires defence with evidence from the text.
• Textual Evidence and Commentary — Select and use relevant evidence; explain how the evidence supports the line of reasoning.
• Figurative Language — Analyse the function of figurative language (imagery, symbolism) in conveying meaning.
• Narrator and Point of View — Analyse how the author's choice of narrator and narrative perspective shapes meaning and reader response.
• Structure — Analyse how an author's structural choices (chapter length, sentence length, sequencing) contribute to the work's meaning.

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.

Edexcel

• AO1 — Develop an informed response to a text; use textual evidence and critical vocabulary to support a sustained argument.
• AO2 — Analyse how writers use language, form and structure to shape meanings and achieve effects.
• AO4 — Explore connections and comparisons between texts (applicable when pairing Ivan with a second text on freedom or identity).

IB Lit

• Criterion A (Knowledge, Understanding and Interpretation) — Demonstrate understanding of the text's themes, characters, and authorial choices with reference to specific moments in the novel.
• Criterion B (Analysis and Evaluation) — Analyse and evaluate how Applegate's narrative voice, figurative language, and structure create meaning and effect.
• Criterion C (Focus and Organisation) — Construct a focused, well-organised analytical response with a clear line of argument sustained across paragraphs.