Objectives

• Analyse how Rawls uses Billy's actions and internal monologue in Chapters 2–4 to establish his character motivation.
• Explain how Rawls builds the bond between Billy, Old Dan, and Little Ann through specific episodes in Chapters 8–11, selecting and embedding quotations as evidence.
• Analyse how Rawls creates tension and foreshadows tragedy in Chapters 12–16, identifying structural and language choices.
• Evaluate how Rawls uses the deaths of Old Dan and Little Ann in Chapters 17–18 and the symbol of the red fern to convey the themes of love, loss, and resilience.
• Write a structured, evidenced analytical essay that sustains a clear argument about how Rawls presents a theme across the novel.

The sequence

1. Lesson 1: Billy's Longing: How Rawls Establishes Motivation in Chapters 1–4

   55 min · ch. 1, 2, 3, 4

   Do now

   On the board: 'Think of something you've really wanted that took a lot of effort and patience to achieve. Write three sentences about the steps you took to make it happen and what it felt like.' Students write quietly — no teacher prompt necessary.

   Teacher input

   Model close reading on Chapter 2, starting from the paragraph that begins with 'I wanted those dogs so badly it hurt.' Read it aloud, and then annotate using the visualiser: identify the verb 'hurt' as a physical expression reflecting an emotional experience, note the short declarative sentence that captures the rawness of Billy's longing, and explain how Rawls positions this line after Billy views the hunting-dog advertisement to clarify the trigger for his feelings. Show how to construct one sentence of analysis using the format: technique → quotation → effect on reader.

   Independent task

   Students are to read the passage in Chapter 3 where Billy resolves to save his money — starting from 'I made up my mind' to the conclusion of the scene in which he conceals his first coins in the can — and compose two analytical paragraphs. In the first paragraph, they should identify a language technique Rawls employs to illustrate Billy's determination, including a quotation from that passage. The second paragraph should delve into what Billy's plan (to work for two years to save fifty dollars) reveals about his character, again incorporating a quotation. Each paragraph should consist of five to eight sentences.

   Exit ticket

   Write one sentence that names the technique Rawls uses most strongly in Chapter 3 to show Billy's determination, and explain in a second sentence why that technique is effective for a reader.

2. Lesson 2: The Bond Forged: Loyalty Between Billy, Old Dan, and Little Ann in Chapters 8–11

   55 min · ch. 7, 8, 9, 10, 11

   Do now

   On the board: 'Check out the names Billy chooses for his dogs in Chapter 7. He carves them into a tree. Why do you think naming an animal is important? Write two sentences about what a name adds to a relationship.' Students write independently before the lesson starts.

   Teacher input

   Model on the passage in Chapter 9 where Old Dan is trapped in the sycamore tree, and Billy refuses to leave him, chopping through the night until his hands bleed. Read aloud from 'I started chopping' to 'the tree finally fell.' Annotate the repetition of Billy's chopping as a structural device that reflects his unwavering loyalty. The detail of his bleeding hands serves as tangible evidence of his emotional commitment. Additionally, Rawls withholds Old Dan's rescue until the very end of the scene to maintain tension. Show students how to connect two techniques in a single paragraph using phrases like 'Furthermore' or 'This is reinforced by.'

   Independent task

   Students read the scene in Chapter 10 where Billy, Old Dan, and Little Ann capture their first raccoon together. They follow Billy from the moment he spots the raccoon in the tree to when he proudly holds it up. In this paragraph, they should discuss the bond Billy shares with both dogs at this stage in the story. They need to include at least two quotes from the Chapter 10 passage, pinpoint one structural choice—like the pacing of the chase—and one choice related to language, such as a vivid image or a specific verb. Finally, the paragraph should conclude with a sentence reflecting on how this moment highlights the theme of loyalty.

   Exit ticket

   In one or two sentences, explain what the sycamore tree episode in Chapter 9 reveals about Billy's character that could not have been shown by simply telling the reader he loved his dogs.

3. Lesson 3: Tension and Foreshadowing: How Rawls Builds Towards Tragedy in Chapters 12–16

   55 min · ch. 12, 13, 14, 15, 16

   Do now

   On the board: 'Chapter 15 is titled "The Pritchard Boys." Before diving into the chapter, jot down two predictions: what do you think will happen, and which hints from earlier chapters led you to these thoughts? Write three sentences.' Students draw from their recall of the reading.

   Teacher input

   Model the passage in Chapter 15 where Rubin Pritchard accidentally falls on his own axe, starting from when he raises the axe to fend off the dogs and ending at the moment when Billy is left frozen in shock. Read it aloud, then use the visualiser for annotation: notice how there’s a sudden transition from action-packed present-tense verbs like 'swung,' 'slipped,' and 'fell' to a still, silent depiction of Billy. This shift creates a pause that compels the reader to really take in the horror of the scene. Also, observe the lack of dialogue after Rubin's fall, which reflects Billy's stunned silence. Additionally, consider how Rawls has woven in hints of Rubin's aggression throughout Chapter 15, making the accident feel both shocking and somehow preordained. Show how to discuss foreshadowing by linking a detail from an earlier chapter to this pivotal moment.

   Independent task

   Students will read the first two pages of Chapter 16, where Billy and his dogs come face-to-face with the mountain lion, starting from "The lion hit Old Dan" and ending when Billy's grandfather finds them. Afterward, students will write three analytical paragraphs. The first paragraph will analyze how Rawls employs language (including at least one quotation) to depict the violence and chaos of the attack. The second paragraph will discuss how the dogs' behavior in this scene highlights the theme of loyalty. In the third paragraph, students will connect back to either the sycamore tree scene in Chapter 9 or the Rubin Pritchard episode in Chapter 15, arguing whether Chapter 16 represents a climax or another step toward a larger tragedy, using a quotation from Chapter 16 as supporting evidence.

   Exit ticket

   Write two sentences: the first identifies one technique Rawls uses in Chapters 15 or 16 to foreshadow the deaths that follow; the second explains what effect that technique has on the reader's experience of those later chapters.

4. Lesson 4: Love and Loss: The Deaths of Old Dan and Little Ann and the Symbol of the Red Fern in Chapters 17–18

   55 min · ch. 17, 18

   Do now

   On the board: 'Chapter 17 is titled "Old Dan's Death," while Chapter 18 is titled "Little Ann's Death and the Red Fern." Rawls reveals the outcomes before you even read. Write two sentences explaining why an author might opt to name a chapter after a character's death instead of keeping it a secret for a surprise.' Students write independently.

   Teacher input

   Model the passage in Chapter 18 where Billy sees the red fern growing between the two graves — from "I looked down at the two little mounds" to "only an angel could plant a red fern." Use the visualiser to annotate: the red fern as a powerful symbol that encapsulates the novel's key themes (love, loyalty, and the sacred bond between a boy and his dogs) in one striking image; the folk legend shared by Billy's grandfather, which presents the fern as a sign of divine approval regarding Billy's grief; and the change in Billy's narrative voice from deep sorrow in Chapter 17 to a sense of acceptance here, illustrating the theme of resilience. Teach students how to analyze a symbol by discussing what it represents, how it appears in the text, and the emotional impact it has on the reader.

   Independent task

   Students will re-read Chapter 17 starting from when Old Dan comes home injured through to the line 'He was gone,' and then continue with the opening page of Chapter 18 up to Little Ann's death. They are then tasked with writing two analytical paragraphs. In the first paragraph, they will explore how Rawls uses varying sentence lengths and pacing in Chapter 17 to illustrate Billy's grief, incorporating at least two quotations and identifying the technique used. The second paragraph will focus on the symbolism of the red fern in Chapter 18, discussing its significance, why Rawls chooses to place it at the end of the chapter instead of the beginning, and what it reveals about the novel's themes of loss and resilience. Each paragraph should consist of six to nine sentences.

   Exit ticket

   Write a full sentence explaining what the red fern symbolises in Chapter 18, and a second sentence explaining why Rawls chooses a natural image — a plant growing wild — rather than a man-made memorial to mark the dogs' graves.

5. Lesson 5: Sustained Argument: Writing an Essay on Love, Loss, and Growing Up Across the Novel

   60 min · ch. 2, 3, 4, 9, 16, 17, 18, 19

   Do now

   On the board: 'Take a look at the essay question below. Underline the key words. Then, before you plan anything else, write a one-sentence thesis that captures your overall answer. Question: How does Wilson Rawls use Billy's bond with Old Dan and Little Ann to delve into the themes of love and loss? You have four minutes.' Students are working in silence.

   Teacher input

   Model your essay structure on the opening of Chapter 19, where Billy takes a final glance at the graves before his family departs from the Ozarks. Start from the line "I went to the doghouse" and conclude with "I knew they would never be forgotten." Your introduction should clearly name the text and the author, present a concise thesis, and hint at the structure of your argument. For instance, you might say, "Rawls portrays love as inherently linked to loss: Billy's two-year sacrifice in Chapters 2–4 creates such a profound love that the deaths in Chapters 17–18 become the emotional core of the novel, while the red fern in Chapter 18 elevates that loss to a sacred status for the reader." This introduction will help set the stage for the three body paragraphs that follow.

   Independent task

   Students are required to write a complete analytical essay consisting of four to five paragraphs (around 400–550 words) in response to the question: "How does Wilson Rawls use Billy's relationship with Old Dan and Little Ann to explore the themes of love and loss?" The essay should include: an introduction that presents a clear thesis and cites at least two chapters; a body paragraph discussing Billy's sacrifice in Chapters 2–4, incorporating at least one embedded quotation; a body paragraph addressing the loyalty demonstrated during the sycamore tree episode (Chapter 9) or the mountain lion attack (Chapter 16), with at least one embedded quotation; a body paragraph focusing on the deaths in Chapters 17–18 and the symbolism of the red fern, including at least two embedded quotations; and a conclusion that revisits the thesis while making a statement about what the novel overall conveys regarding love and loss. Students are encouraged to utilize their annotated chapter notes and the quotation banks compiled throughout Lessons 1–4.

   Exit ticket

   Read back your thesis sentence from your introduction. Write one sentence explaining whether your essay, as you have drafted it, actually proves that thesis — and if not, identify the one paragraph you would revise first and why.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can name a specific technique from Chapter 3 and articulate its effect, rather than simply retelling plot.
• Lesson 2 independent paragraph: teacher scans for embedded quotations from Chapter 10 and a sentence that links evidence to the theme of loyalty — any paragraph that only retells the chase is flagged for feedback.
• Lesson 3 exit ticket: checks whether students can trace a specific foreshadowing technique from Chapter 15 or 16 forward to Chapters 17–18, demonstrating structural awareness.
• Lesson 4 independent paragraphs: teacher checks that the red fern paragraph moves beyond 'it is a symbol of love' to explain why Rawls places it at the chapter's end and what it suggests about resilience.
• Lesson 5 thesis check (do-now): teacher reads thesis sentences before students begin drafting and redirects any student whose thesis is a topic statement rather than an argument.

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.11-12.2 — Determine two or more themes of a text and analyse their development over the course of the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story.
• 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.
• 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 an interpretation of literature.
• Textual Evidence (LAN-1.B) — Select and use relevant evidence to support a literary argument.
• Character (CHR-1) — Explain the function of a character, including how character choices and interactions advance the plot or develop theme.
• Figurative Language (FIG-1) — Explain the function of a symbol and how it contributes to the meaning of the text as a whole.
• Structure (STR-1) — Explain how an author's structural choices contribute to the meaning of a literary text.

AQA

• AO1 — Read, understand and respond to texts; sustain a critical stance and 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.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.

Edexcel

• AO1 — Maintain a critical style and develop an informed personal response, using 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.
• AO4 — Explore connections across literary texts.

IB Lit

• Criterion A — Knowledge, understanding and interpretation: demonstrate understanding of the text and support interpretations with relevant textual evidence.
• Criterion B — Analysis and evaluation: analyse the author's choices of language, technique, structure and style and evaluate their effects.