Objectives

• Analyse how Tolstoy constructs the Russian aristocracy in Ch.1 through dialogue, free indirect discourse, and social performance.
• Explain how the Austerlitz sky passage in Ch.3 redefines Andrei's understanding of glory and heroism, using close reading of imagery.
• Trace how Pierre's experiences in Ch.10–12 (Borodino, the burning of Moscow, Platon Karataev) produce a coherent spiritual arc, supported by textual evidence.
• Evaluate Tolstoy's philosophical argument in Ch.17 against the 'great man' theory of history, connecting it to specific narrative choices across the novel.
• Write a sustained, evidenced analytical essay that links at least two characters' trajectories to Tolstoy's central argument about war, power, and ordinary human agency.

The sequence

1. Lesson 1: The Salon as Battlefield: Society and Performance in Ch.1

   60 min · ch. 1

   Do now

   Read the opening paragraph of Ch. 1 (Anna Pavlovna Scherer's salon, July 1805). On a sticky note, jot down one word that captures the atmosphere and a sentence explaining which specific detail in the paragraph led you to that impression. Attach it to the board as you take your seat.

   Teacher input

   Model a close reading of the passage in Ch. 1 where Anna Pavlovna welcomes her guests by likening herself to a spinning mill hostess — "as a clever hostess of a spinning mill… sets the spindles going." Explore how Tolstoy's extended metaphor transforms aristocratic conversation into a form of mechanical labor, and illustrate how free indirect discourse reveals Pierre's discomfort through the narrator's voice. Teach students to annotate for voice, metaphor, and social critique all within this brief passage.

   Independent task

   Students receive an excerpt from Chapter 1 where Pierre and Prince Andrei talk about Napoleon at the salon. They annotate this passage to explore (a) how Tolstoy uses dialogue to highlight Pierre's sincerity in contrast to Andrei's ironic detachment, and (b) how Anna Pavlovna's interruptions serve as a form of social policing. Afterward, students compose a PEEL paragraph (around 150 words) that argues how Tolstoy employs the salon setting to reveal the emptiness of aristocratic political discussions. The paragraph should include at least two quotations from the excerpt and identify the techniques being used.

   Exit ticket

   In two or three sentences, explain what Tolstoy's spinning-mill metaphor reveals about his attitude towards the St. Petersburg aristocracy — and identify one word in the metaphor that carries the most critical weight.

2. Lesson 2: The Sky at Austerlitz: Andrei's Disillusionment in Ch.3

   60 min · ch. 3

   Do now

   A soldier in 1805 would likely envision glory as a triumphant march amidst the sounds of drums and the cheers of comrades, filled with the scent of gunpowder and the thrill of victory. The weight of a shining medal or the feel of a warm embrace from fellow soldiers would symbolize honor and valor, making the heart swell with pride. Glory would be a vivid tapestry of valor, camaraderie, and the promise of eternal remembrance.

   Teacher input

   Read aloud the Austerlitz sky passage from Chapter 3, starting with "Above him there was now nothing but the sky — the lofty sky, not clear yet still immeasurably lofty," and analyze how Tolstoy contrasts the expansive, silent sky with the chaos of battle to illustrate Andrei's psychological breakdown. Notice how the syntax becomes more relaxed and expansive, with longer noun phrases and the repetition of "lofty," reflecting a moment of calm. Then, observe how Napoleon's appearance right after this stillness diminishes the 'great man' myth, making him appear 'insignificant' in comparison to the vastness of the sky.

   Independent task

   Students create a comparative annotation of two key moments in Chapter 3: (1) Andrei carrying the standard before he is wounded, and (2) the sky passage following his fall. For each moment, they identify the main technique Tolstoy employs (e.g., heroic diction vs. cosmic imagery), quote the relevant phrases, and discuss what the transition between these two moments reveals about Tolstoy's perspective on military glory. Finally, they write a brief conclusion (three to five sentences) explaining how the Austerlitz episode enhances the novel's argument regarding war.

   Exit ticket

   Return to your do-now. Write one sentence explaining how the Austerlitz sky passage challenges or confirms the idea of glory you described at the start of the lesson, and name the specific technique Tolstoy uses to achieve that effect.

3. Lesson 3: Pierre's Spiritual Journey: Borodino to Platon Karataev (Ch.10–12)

   60 min · ch. 10, 11, 12

   Do now

   Read this sentence from Ch.10: 'Pierre looked at the night sky above the field of Borodino, at the stars and the occasional flashes of light on the horizon.' Write one sentence predicting what this image could signify for Pierre's character, considering your understanding of the Austerlitz sky passage from the previous lesson.

   Teacher input

   Model how to track a character's spiritual journey across multiple chapters by focusing on three key moments: Pierre wandering the Borodino battlefield in Ch. 10 ('He felt himself to be an insignificant chip of wood fallen among the wheels of a machine whose action he did not understand'), Pierre witnessing the executions in Ch. 11, and his conversation with Platon Karataev in Ch. 12. Guide students on how to position these moments on a 'spiritual arc' diagram and illustrate how each moment reshapes Pierre's perception of meaning, freedom, and human agency.

   Independent task

   Students create a three-column table titled 'Moment / Quotation / What Pierre believes here about human freedom.' They fill it with the three key moments from Ch.10, Ch.11, and Ch.12 highlighted during the teacher's input, choosing their own quotation for each moment and writing two to three sentences of analysis for each row. Below the table, they compose a linking paragraph of about 120 words that explains how Platon Karataev in Ch.12 embodies the 'ordinary human forces' that Tolstoy values more than Napoleonic ambition.

   Exit ticket

   Write one full sentence explaining what Platon Karataev teaches Pierre that neither the Freemasons nor the battlefield could, and identify the word or phrase from Ch.12 that best captures that lesson.

4. Lesson 4: History Without Heroes: Tolstoy's Philosophy in Ch.17

   60 min · ch. 9, 10, 17

   Do now

   Reflect on this assertion from Chapter 17: 'A king is history's slave.' Take three minutes to jot down your initial thoughts: do you agree, disagree, or find it a nuanced statement? Provide one example from the novel or from real history to back up your viewpoint.

   Teacher input

   Model how to interpret a philosophical digression as a literary tool instead of viewing it as a disruption. Pay attention to the opening argument in Chapter 17, where Tolstoy criticizes historians who claim that Napoleon's will dictated the 1812 campaign. Analyze his rhetorical approach — asking questions that he quickly answers with sarcasm, like, "Was it Napoleon who ordered the troops to burn Moscow?" — and show how this reflects the ironic narrative style that students have encountered in Chapters 1 and 3. Illustrate how to link a passage from Chapter 17 back to a narrative moment (Kutuzov sleeping during the war council in Chapter 9) to demonstrate that the philosophical ideas are embodied in the story, not just expressed in words.

   Independent task

   Students are required to craft a structured response of around 200 words to the question: "How does Tolstoy use Ch. 17 to reshape our understanding of Napoleon and Kutuzov as presented in Ch. 9 and Ch. 10?" Their responses must include one quotation from Ch. 17 and one from either Ch. 9 or Ch. 10. Additionally, they should analyze how Tolstoy's philosophical argument alters the reader's interpretation of the narrative scenes. The responses should be composed in formal analytical prose and will be assessed through peer marking according to the rubric provided at the beginning of the lesson.

   Exit ticket

   In one or two sentences, state Tolstoy's central claim in Ch.17 in your own words, then name one narrative moment from anywhere in the novel that either supports or contradicts it.

5. Lesson 5: Ordinary Lives, Extraordinary Argument: The Epilogue and the Essay (Ch.15–16)

   60 min · ch. 3, 10, 15, 16

   Do now

   In Chapter 16, Natasha expresses indifference toward society as a whole, yet she holds a deep appreciation for her family. This contrasts with the Natasha from Chapter 6, who is lively and excited to dance at her first ball, suggesting that Tolstoy has transformed her character to highlight the tension between societal expectations and personal connections.

   Changes made:

   • Rephrased sentences for a more natural flow while retaining meaning.

   Teacher input

   Model the construction of an essay introduction for the summative question by using Chapters 15 and 16 as a framework. Demonstrate to students how Andrei's serene death in Chapter 15 (with Natasha and Princess Mary by his side, and his face described as having 'a luminous, quiet expression') alongside the domestic epilogue of Chapter 16 collectively suggest that true meaning lies in intimate, everyday experiences rather than grand historical events. Additionally, guide them on how to formulate that argument into a thesis sentence that identifies Tolstoy, the technique of structural contrast, and its impact on the reader.

   Independent task

   Students are tasked with writing the first two paragraphs of their summative essay, totaling around 300 words, in response to the prompt: "How does Tolstoy use the experiences of Pierre Bezukhov and Prince Andrei Bolkonsky to argue that history is shaped by ordinary human forces rather than by great men?" The introduction, which should be about 80 words, needs to present a clear thesis that mentions both characters and outlines Tolstoy's main argument. The first body paragraph, around 220 words, should concentrate on a specific moment from Chapter 3 or Chapter 10, include at least one direct quotation with a page or chapter reference, identify the technique Tolstoy employs, and discuss its effect in relation to the essay question. Students should submit both paragraphs by the end of the lesson for written feedback.

   Exit ticket

   Read back your thesis sentence. Does it name Tolstoy's technique, both characters, and the effect on the reader? Rewrite it in one sentence so that it does all three — and underline the word that carries your central argument.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can identify a specific technique in the spinning-mill metaphor and articulate its critical function in one or two sentences.
• Lesson 2 comparative annotation: checks whether students can distinguish Tolstoy's heroic diction from his cosmic imagery and explain the shift between the two Austerlitz moments.
• Lesson 3 three-column table: checks whether students can track Pierre's changing beliefs across Ch.10–12 and select quotations that genuinely evidence each stage of his arc.
• Lesson 4 peer-marked 200-word response: checks whether students can connect a philosophical passage in Ch.17 to a narrative scene in Ch.9 or Ch.10 using embedded quotation.
• Lesson 5 two-paragraph draft: checks whether students can write a thesis sentence that names technique, characters, and effect, and sustain that argument through one evidenced body paragraph.

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.11-12.4 — 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.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of a narrator or speaker in relation to the text's meaning.
• Character (CHR-1) — Explain the function of contrasting characters in a work of literary fiction.
• Structure (STR-1) — Explain the function of a particular sequence or juxtaposition of events in a text.
• Figurative Language (FIG-1) — Explain the function of specific images, metaphors, and extended comparisons in producing meaning.

AQA

• 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, including language, form, and structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO5 — Explore literary texts informed by different interpretations.

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.
• AO4 — Explore connections across literary texts.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text through reference to details, examples, and quotations.
• Criterion B — Analyse the effects of the writer's choices of language, structure, technique, and style.
• Criterion C — Organise ideas in a focused, coherent, and persuasive argument.