Objectives

• Analyse how Stevenson uses descriptive language and physical detail to construct menace and atmosphere in the opening chapters.
• Explain how dramatic irony in the apple-barrel scene (Chapter 11) shapes the reader's relationship with Long John Silver.
• Evaluate how Stevenson presents moral ambiguity through Silver's shifting allegiances in Chapters 20–21.
• Trace Jim Hawkins's development from passive observer to decisive agent across Chapters 1, 13, 22 and 25, using textual evidence.
• Write a sustained, evidenced analytical paragraph using the point–evidence–analysis structure, embedding quotations from the novel.
• Compare how two or more characters embody the novel's theme of deception, supporting every claim with close reference to the text.

The sequence

1. Lesson 1: Menace and Atmosphere: Billy Bones and the World of the Admiral Benbow

   55 min · ch. 1, 2, 3

   Do now

   Without opening the novel, jot down three adjectives that come to mind when you think of pirates. Next, read the opening paragraph of Chapter 1 — 'I remember him as if it were yesterday…' to '…his tarry pigtail falling over the shoulder of his soiled blue coat' — and note three adjectives that Stevenson either uses or implies. How do your adjectives compare to his?

   Teacher input

   Model a close-language analysis of the paragraph in Chapter 3 where Blind Pew delivers the black spot: 'He put it in my hand. I found I was looking at a round of paper…' through to '…his stick tap-tapping on the frozen road.' Guide students in exploring how Stevenson layers sound imagery ('tap-tapping'), tactile detail ('round of paper'), and Jim's first-person present-tense shock to build a sense of dread. On the board, annotate by naming each technique and explaining how it enhances the reader's feeling of threat.

   Independent task

   Students are tasked with writing a complete analytical paragraph—at least eight sentences—about the section in Chapter 1 where Billy Bones first arrives at the Admiral Benbow: starting from 'His hands were ragged and scarred…' and ending with '…cast over his shoulder at the cove and cliffs.' They need to identify at least two language techniques, include a quotation for each, and explain how each technique helps the reader feel unease instead of just excitement. This paragraph will be submitted at the end of the lesson for written feedback.

   Exit ticket

   In exactly two sentences, explain what one word or phrase from Chapter 1 or Chapter 3 tells us about how Stevenson wants the reader to feel about the world Jim inhabits, and say why that word or phrase does that work rather than a simpler alternative.

2. Lesson 2: Dramatic Irony and Double-Dealing: Silver in the Apple Barrel

   55 min · ch. 8, 11, 12

   Do now

   Revisit the first paragraph of Chapter 8 — 'I had taken a fear of him' — where Jim shares his initial thoughts about Long John Silver at the Spy-glass Inn. Write down every detail that Stevenson provides about Silver's looks and behavior. Next to each detail, jot down either 'trustworthy' or 'suspicious'. Be prepared to discuss your reasoning.

   Teacher input

   Model how dramatic irony operates in Chapter 11 by reading aloud from 'It was Silver's voice' to '…and I lay there trembling, in what seemed the last moment of my life.' Annotate the passage to highlight how Silver's words to the crew — 'I never seen good come o' goodness yet' — carry one meaning for the pirates while evoking a far more sinister interpretation for Jim (and for us) as he hides in the barrel. Show how Stevenson employs free indirect discourse to immerse us in Jim's frightened thoughts.

   Independent task

   Students are tasked with writing two analytical paragraphs that compare Jim's initial impression of Silver in Chapter 8 with what he overhears in Chapter 11. In the first paragraph, they need to quote and analyze a detail from Chapter 8 where Silver tries to present himself as trustworthy. In the second paragraph, they should quote and analyze a moment from Chapter 11 that reveals the facade behind that trust. Each paragraph must include the term 'reader' and discuss how the effect extends to the audience, not just Jim. Both paragraphs will be submitted for grading.

   Exit ticket

   Write one sentence defining dramatic irony in your own words, then write one further sentence identifying the single moment in Chapter 11 where the dramatic irony is at its most intense and explaining why you chose that moment.

3. Lesson 3: Moral Ambiguity: Silver's Embassy and the Ethics of Loyalty

   55 min · ch. 20, 21

   Do now

   Without looking at the text, rank these five characters from 'most trustworthy' to 'least trustworthy': Long John Silver, Captain Smollett, Squire Trelawney, Jim Hawkins, Israel Hands. Write one sentence explaining why you ranked Silver where you did. Keep your ranking — you'll revisit it at the end of the lesson.

   Teacher input

   Read aloud Silver's speech to the besieged garrison in Chapter 20 — from 'Cap'n Silver! Don't know him. Who's he?' through to '…and I'll save your lives into the bargain.' Analyze how Stevenson employs Silver's rhetoric — the flattery of 'Cap'n Silver', the conditional promises, and the dramatic setup of the parley — to portray Silver as both persuasive and untrustworthy. Discuss how Captain Smollett's brief, dismissive responses serve as a structural counterbalance, maintaining the reader's uncertainty about who possesses moral authority.

   Independent task

   Students should compose a structured response consisting of three paragraphs addressing the question: "How does Stevenson portray Long John Silver as a morally ambiguous character in Chapters 20 and 21?" The first paragraph should analyze Silver's language in the embassy scene (Chapter 20). The second paragraph must examine Silver's actions during and after the attack (Chapter 21). The third paragraph should present a judgment—whether Silver is a villain, an anti-hero, or something else—backed by at least two quotations from both chapters. Responses are to be submitted for assessment.

   Exit ticket

   Return to your ranking from the do-now. Has Silver moved? Write two to three sentences explaining whether your view of his trustworthiness changed during this lesson and which specific moment in Chapter 20 or 21 caused that shift.

4. Lesson 4: Growing Up: Jim Hawkins from Bystander to Agent

   55 min · ch. 1, 13, 22, 25

   Do now

   Read the final paragraph of Chapter 13 — from 'I now felt for the first time the joy of exploration' to the end of the chapter — without any prompting. Write down: what physical actions is Jim engaged in? How is he feeling emotionally? What does Stevenson's use of the word 'joy' indicate about Jim's mindset at this moment in the novel?

   Teacher input

   Model a structural analysis of Jim's transformation by outlining three key moments on the board as a timeline: (1) Chapter 1, where Jim passively observes Billy Bones' arrival; (2) Chapter 22, when Jim steals the coracle and sets the Hispaniola adrift — read aloud 'It was a strange thing to understand…' to '…the breeze had taken her'; (3) Chapter 25, featuring Jim taking down the Jolly Roger. Illustrate how Stevenson indicates each shift in agency through changes in verb type — using passive verbs in Chapter 1, and transitioning to active, volitional verbs in Chapters 22 and 25 — while also showing how the narrative voice gains confidence.

   Independent task

   Students will write three analytical paragraphs that explore Jim's development throughout the novel. Each paragraph should focus on one of the three key moments discussed in class: Chapter 1 (Jim as observer), Chapter 22 (Jim as risk-taker), and Chapter 25 (Jim as victor). In each paragraph, students need to include at least one quotation, identify the grammatical or linguistic feature they are analyzing, and explain what that feature indicates about Jim's psychological state at that stage in his journey. The work will be collected for written feedback.

   Exit ticket

   In two full sentences, identify the single chapter — from the whole novel — where you think Jim changes most decisively as a character, and explain what Stevenson does with language or structure at that moment to signal the change to the reader.

5. Lesson 5: Summative Essay: Deception, Character and the Reader

   60 min · ch. 8, 11, 12, 20, 21, 25

   Do now

   Here are three quotes that illustrate Long John Silver's complexity beyond being just a villain:

   1. Chapter 8 - Silver shows a sense of loyalty to his crew, which complicates his role as a typical antagonist.
   2. Chapter 12 - His interactions with Jim reveal a softer side, demonstrating that he is capable of kindness and mentorship.
   3. Chapter 15 - Silver expresses regret about his past choices, suggesting a deeper moral conflict within him.

   Feel free to elaborate on these points during your discussion!

   Teacher input

   Model the essay introduction on the board using the question students are about to answer: 'How does Stevenson use the character of Long John Silver to explore the theme of deception in Treasure Island?' Start by demonstrating how to craft a strong, arguable thesis instead of just summarizing the plot. Write two contrasting openings and ask students to point out which one makes a claim and which one simply describes. Illustrate how to incorporate the title, author, and theme into the first sentence, and explain how to outline the essay's structure in the final sentence of the introduction.

   Independent task

   Write a complete essay of four to six paragraphs in response to the question: 'How does Stevenson use the character of Long John Silver to explore the theme of deception in Treasure Island?' Your essay should include: a clear thesis statement in your opening paragraph that expresses your viewpoint on Silver's role; one paragraph discussing Silver's first appearance and the misleading impression he creates in Chapter 8; one paragraph analyzing the apple-barrel revelation in Chapter 11, incorporating at least one quotation in detail; one paragraph focusing on Silver's embassy in Chapter 20, examining his rhetorical techniques; and a concluding paragraph that assesses whether Stevenson ultimately depicts deception as a survival tactic, a moral shortcoming, or something more nuanced. You need to include a minimum of five quotations throughout the essay, with each followed by at least two sentences of analysis. Aim for a word count of 500–700 words.

   Exit ticket

   Read back your thesis sentence — the one claim your whole essay rests on. In two full sentences, explain whether the evidence you assembled in the body of the essay proved that thesis, complicated it, or forced you to revise it, and say what you would change in a second draft.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can isolate a specific word or phrase and explain its effect rather than paraphrase the passage.
• Lesson 1 paragraph: checks whether students can embed a quotation grammatically and follow it with analysis rather than description.
• Lesson 2 exit ticket: checks whether students can define dramatic irony in their own words and locate its peak moment in Chapter 11.
• Lesson 3 ranking revision: checks whether students can articulate a change in their interpretation and tie it to a specific textual moment rather than a general impression.
• Lesson 4 paragraph collection: checks whether students can identify and name a grammatical feature — passive or active verb — and connect it to character psychology.
• Lesson 5 do-now quotation recall: checks the depth of students' textual memory and reveals which chapters need revisiting before the essay.

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.11-12.6 — Analyse a case in which grasping a 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 makes a defensible claim about an interpretation of literature.
• Explain the function of character (CHR-1) — Explain how a character's choices, actions and speech contribute to the meaning of the work as a whole.
• Explain the function of structure (STR-1) — Explain how the sequence of events and the manipulation of narrative perspective contribute to the work's meaning.
• Explain the function of figurative language (FIG-1) — Explain how Stevenson's use of imagery, diction and tone in specific passages creates effects that contribute to the whole.

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 — 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 and structure.
• AO4 — Explore connections across literary texts, including the ways in which texts relate to their contexts.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text, including how meaning is constructed through literary features.
• Criterion B — Analyse the ways in which language, structure and technique create meaning and effect.
• Criterion D — Organise ideas into a coherent, well-structured argument supported by relevant textual evidence.