Year 10 English Literature - A Christmas Carol

Big picture Do it now New knowledge Pen to paper ReflectionL1To summarise key details about Charles Dicken’s life.To show an understanding of the text ‘A Christmas Carol’ including the key characters, key events and key themes.

Read information about Charles Dickens to pupils. Clarify by defining any of the key vocabulary in bold. Pupils write definition in margin.

Pupils answer key questions. Ensure pupils respond in full sentences. When taking feedback, do not accept answers that are not given using full sentences.

Introduce unit and explain that they are going to watch an adaptation of Charles Dicken’s A Christmas Carol.

Show pupils first part of the film adaptation of ‘A Christmas Carol’ (0.00-15.30) from the beginning up until we see Bob Cratchit celebrate the time he has off for Christmas.

Pupils complete a range of tasks / questions exploring the presentation of Scrooge and his relationship with others, Victorian London and Christmas.

Pupils individually reflect upon what they have learnt about Scrooge. Pupils write the Facebook status of Scrooge as he makes his way home.

L2 To show an understanding of the text ‘A Christmas Carol’ including the key characters, key events and key themes.

Recap questions:1. In what year was

Charles Dickens born and in what year did he die?

2. What happened to Dicken’s father and how did this affect Charles Dickens?

3. In what year did Charles Dickens write ‘A Christmas Carol’?

4. Who is Marley?

Pupils watch second part of the film adaptation of ‘A Christmas Carol’ (15.30-28.00) from where Scrooge arrives home to the departure of Marley’s ghost.

Pupils complete a range of tasks / questions exploring the arrival of Marley’s ghost.

Marley tells Scrooge: I wear the chain I forged in life. Pupils reflect and answer the following questions: How true do you think this statement is? What do these chains

5. Identify three things you have already learnt about Scrooge.

6. Bob Cratchit is employed by Scrooge. How does Scrooge treat Bob Cratchit?

7. How does Scrooge differ from his nephew in terms of their attitudes towards Christmas?

8. What is Scrooge’s attitude towards the poor?

represent? Do we all carry these chains with us? Challenge: Pupils individually reflect upon the burdens and the regrets they have and create their own chain to symbolise these. Pupils can share if they so wish but do not press any pupil to publicly share their work on this task.

L3To show an understanding of the text ‘A Christmas Carol’ including the key characters, key events and key themes.

Recap questions:1. What does the

knocker change into when Scrooge arrives home?

2. Identify three adjectives to describe Scrooge’s home life.

3. How is tension created and suspense

Pupils watch third part of the film adaptation of ‘A Christmas Carol’ (28.00-43.00)

Pupils complete a range of tasks / questions exploring the arrival of The Ghost of Christmas Past and what Scrooge learns from his visit.

Reflection question: What do you think The Ghost of Christmas Past is hoping Scrooge will learn from his return to the past?

built up?4. Who appears in front

of Scrooge and why is he regretful?

5. Why is the ghost wearing a chain?

6. What does the ghost tell Scrooge will happen next?

L4To show an understanding of the text ‘A Christmas Carol’ including the key characters, key events and key themes.

Recap questions:1. Where is the first

place The Ghost of Christmas Past takes Scrooge?

2. What do we learn about Scrooge’s Christmases as a young boy?

3. How does Scrooge react when his sister comes to take him home for Christmas one year?

4. What do we learn about his relationship with his father?

5. What was Christmas like with Fezziwig?

6. Who does Scrooge meet at the ball? What causes the downfall of their

Pupils watch fourth part of the film adaptation of ‘A Christmas Carol’ (43.00-59.00)

Pupils complete a range of tasks / questions exploring the arrival of The Ghost of Christmas Present and what Scrooge learns from his visit.

Pupils individually reflect upon key questions: Is money or family more important at Christmas time?Should we be more fearful of ignorance or want?

relationship?7. How does Scrooge

react to what he sees?L5To show an understanding of the text ‘A Christmas Carol’ including the key characters, key events and key themes.

Recap questions:1. Describe the Ghost of

Christmas Present using three adjectives.

2. What evidence is there to suggest the Cratchits are a close family?

3. How do we know the Cratchits are poor?

4. What do we learn about Tiny Tim and his future?

5. Why do both Bob Cratchit and Scrooge’s nephew, Fred toast Scrooge?

6. How do other people react when the name of Scrooge is mentioned?

7. How do you think Scrooge feels when observing this?

Pupils watch fifth part of the film adaptation of ‘A Christmas Carol’ (59.00-1.26.00)

Pupils complete a range of tasks / questions exploring the arrival of The Ghost of Christmas Yet to Come.

Charles Dickens was considered a sympathiser to the poor, the suffering and the oppressed. How far do you think this lies at the heart of his novella, A Christmas Carol?

L6To understand the relationship between Scrooge and

Recap questions:1. Who is the third and

final ghost who comes to see Scrooge?

2. How do people react

Introduce pupils to the idea of a preface and share the preface for A Christmas Carol with pupils.

Key questions: After reading the preface, what effect do we believe Dickens hopes the story will and will not have on his readers?

Introduce the term ‘allusion’ and explain the allusion to Hamlet. Pupils

Marley and make inferences about Scrooge’s character after the death of Marley.

to the death of Scrooge?

3. How does Scrooge react to his own death?

4. What do we learn about Tiny Tim?

5. What does the word ‘redemption’ mean?

6. How is Scrooge a changed man by the end of the novella?

Choose words from the word bank to describe the tone of this preface. Explain your choices.

consider the significance of this.

Share summary of Stave One with pupils and complete reading of the opening.

Pupils consider the opening and how a range of structural methods are used to engage the reader.L: What part of the first sentence causes readers to become intrigued, suggesting to them that events in this story will be out of the ordinary? The narrator uses some questions in the third paragraph. Why can using questions be a good thing for a narrator to do?M: What type of narration is it called when the narrator uses ‘I’? Why do you think Dickens chose not to have Scrooge as the narrator?If a narrator is writing in hindsight (looking back on events) what could they choose to do to readers?E: What effect do you think the narrator’s perspective has on the readers?Where can you find examples of sarcasm or humour in these opening paragraphs?

Challenge: How does Dickens use structural methods to interest the reader into A Christmas Carol?L: Show pupils four statements about Scrooge. Pupils find a quotation to support the statement.M: What inferences can you make about the character of Scrooge based upon the way he acts after the death of Marley?

L7To analyse the methods used to present Scrooge at the start of the novella.

Recap questions:1. What is a preface?2. Why does Dickens

include a preface to ‘A Christmas Carol’?

3. How does Dickens attempt to hook the reader into ‘A Christmas Carol’ straight away?

4. From what narrative perspective is the novella written? Why is it written from this perspective?

5. How does Dickens navigate between a serious tone and a more light-hearted

Complete class reading of the next section of Stave 1 in which a description of Scrooge is presented.

Which of Dickens’ descriptions of Scrooge do you think is the most effective in presenting Scrooge and why?

Introduce to pupils a ‘writer’s methods’ and summarise what some of those methods might be – both linguistically and structurally.

Pupils mix and match a range of linguistic and structural terms

Explain to pupils the process in analysing a quotation and talk through model of a snowflake.

Pupils collect the outline of a snowflake and complete an analysis of a quotation of their choice. Thirteen to choose from. Once pupils have completed one they add it to the snowstorm and take another.

tone?6. What can we infer

about Scrooge as a result of his behaviour when Marley dies?

7. Explain the allusion to Hamlet.

8. What do the following words mean? Unhallowed / emphatically / residuary / ramparts

Share with pupils a word bank taken from Stave One. Pupils make inferences about the character of Scrooge using the word bank.

L8To analyse the use of similes to present Scrooge at the start of the novella.

Recap questions:1. What impression do

we form of Scrooge in the opening to the novella?

2. What is a noun?3. What is a verb?4. What is an adjective?5. What is an adverb?6. What is an imperative

sentence?7. What is an

Recap the definition of a simile and go through examples, making it explicit what is being compared to what.

Share simile to describe Scrooge – ‘as solitary as an oyster’. Pupils establish what comparison is being made and then explore why the comparison is made.

Share with pupils three exemplar paragraphs exploring the use of the simile ‘as solitary as an

For each paragraph, pupils identify whether the parts of TEEEE have been incorporated and the strengths and areas to

interrogative sentence?

8. What is a declarative sentence?

9. What is an exclamatory sentence?

10. What is direct speech?

11. What is repetition?12. What do the

following words mean? Covetous / gait / shrewdly / entreaty / implored / bestow

oyster’. develop for each.

Pupils then make notes on the simile ‘hard and sharp as flint’ before constructing a TEEEE paragraph using the structure grid in the booklet.

Pupils read through each others’ paragraphs identifying where the TEEEE structure has been used.

L9To compare and contrast different perspectives on Christmas and consider how this affects our

Recap questions:1. What is a simile?2. What does TEEE

stand for?

Pupils reflect on what Christmas means to them.

Complete reading of next extract from Stave 1 in which Fred comes to visit Scrooge and their disagree about Christmas.

Pupils work through a series of quotations, making inferences about Christmas and identifying whether they are pro or in opposition to Christmas.

Pupils identify whether the statements were made by

Whose viewpoint do you agree with the most: Scrooge or Fred? Why?

reading of Scrooge. Challenge: pupils identify

whether the statements reflect their experiences of Christmas.

Scrooge or by Fred.

Pupils explore two key quotations: one from Scrooge and one from Fred.Pupils use the structure strip to craft a written response to what these quotations reveal about Scrooge and Fred’s contrasting views on Christmas with the teacher guiding pupils through.

L10To explore Scrooge’s attitude towards the poor and consider how Dickens crafts Scrooge in a way that helps him convey his feelings about the treatment of the poor.

Recap questions:1. Why does Fred come

to see Scrooge?2. What is Fred’s

viewpoint on Christmas?

3. What is Scrooge’s viewpoint on Christmas?

4. What do the following words mean? Replenish / morose / veneration / impropriety / homage

Offer pupils a definition of noun ‘charity’ and then complete class reading about Thomas Malthus.

Pupils consider how the cartoon illustrates Malthus’ ideas about population?

Pupils consider how Scrooge could be compared and contrasted to Malthus and why this comparison is made in terms of Dickens’ critique of Malthus.

Complete reading of the next part of Stave One in which two men arrive to speak with Scrooge about donating to the poor.

Pupils consider the difference in terms of how the gentlemen are presented and how Scrooge reacts to them.

Introduce pupils to the New Poor Law.

Pupils consider how Scrooge responds to the two men making inferences about his character and how they might respond in that situation.

L11To consider the way in which Scrooge interacts with

Recap questions:1. Who was Thomas

Malthus?2. What is the

Malthusian

Complete class reading of Stave One where scenes of Christmas are shared with the reader.

Pupils answer key questions: What signs of Christmas are evident? What can you deduce about the poor and the rich in this scene? What might

Pose key question: What do we learn about Scrooge through his

other characters at the start of the novella and explore what we can deduce about his character as a result.

controversy?3. When was the New

Poor Law introduced?4. What was the New

Poor Law?5. Why do the tem men

come to visit Scrooge?

6. How does Scrooge react when they ask for a donation?

7. How does Dickens use Scrooge to share his views on the New Poor Law?

8. What do the following words mean? Abundance / utopian / portly / liberality / ominous / destitute / endeavouring / facetious

Dickens be suggesting? interaction with others in Stave One?

Model how to construct an effective introduction and paragraph. Pupils construct a TEEEE in their formative assessment book.

Complete class reading of Stave One and the part where Scrooge is getting ready to shut his business for Christmas.

Pupils imagine they are Bob Cratchit and consider the thoughts he might have on Scrooge and Christmas as he is heading home.Pupils note down how Scrooge interacts with all characters thus far, identifying a quotation and what it reveals about Scrooge.

L12To explore the different methods Dickens has used to create tension in the build up to Marley’s ghost arriving.

Recap questions:1. What signs of

Christmas were evident in the extract from the last learning episode?

2. How did Dickens present the rich and poor in the extract? Why did

Continue class reading of Stave One and the extract where Scrooge returns home for the night but unusual things begin to occur.

Pupils summarise what they have learnt and what they can deduce about Scrooge based on their reading with a focus on: his personality, evening activity, environment both inside and out.

How successful do you think Dickens has been in creating tension in this part of Stave 1? To be extending, consider the presentation of

Complete class reading of the next part of Stave One in which Marley’s

After defining the term ‘foreshadows’, pupils re-read the description of the knocker as

he do this?3. How does Scrooge

speak to Bob Cratchit about taking time off on Christmas Day?

4. What have we learnt about the way Scrooge interacts with others in Stave One?

5. What do the following words mean? Proffering / tremulous / sullenly / scant / congenial / tacitly

face appears in the door knocker.

it turn into Marley and consider what they think the ghost might look like.

Scrooge’s home, the knocker changing and the build up to the ghost’s arrival.

Complete class reading of the next part of Stave One in which tension is created as the build up to the arrival of Marley’s ghost occurs.

Pupils note down the variety of ways in which tension is created in the extract.

L13To understand how to construct a response to part (a) of the examination

Recap questions:1. Which adjective is

repeated at the start of the extract we looked at in the last learning episode and what does this reveal?

2. What does Scrooge spend his evening with and what can we infer from this?

3. Write two sentences summarising Scrooge’s lodgings?

Share question with pupils.Model the metacognitive process behind the analysis of the extract.1. Identify key word in

the question.2. Highlight everything

of relevant in the text.3. Tag methods into the

annotation4. TEEEE structure

response.

Pupils construct three further TEEEE paragraphs analysing how Dickens has used language and structure to present the setting.

Pupils use the criteria to consider where they would place their response and why.

4. As Scrooge returns home, what happens to the knocker?

5. What does the word ‘foreshadowing’ mean?

6. Identify three ways in which tension is created in the build up to Marley’s Ghost arriving?

7. What do the following words mean? Beguiled / scarcely / bestowed / impenetrable / relinquished / quaint / inexplicable.

L14To understand how to construct a response to part (b) of the examination

Recap questions:1. What are you

expected to do in part (a) of A Christmas carol exam?

2. Summarise the process you should go for before you begin to write?

3. What does TEEEE stand for?

COLD – pupils consider

Identify with pupils the difference between physical and metaphorical coldness.

Pupils go through stave One and identify as many references to the cold as they can – separating the references into examples of physical coldness and metaphorical coldness.

Key questions: How effectively does Dickens use the weather to establish the mood and atmosphere at the beginning of the novella?How effectively does Dickens use ‘coldness’ as a way of presenting

Model to pupils an example of how to annotate a quotation so that a range of interpretations are offered.

Pupils annotate two quotations in the same way – one that has been chosen for physical coldness and one that has been chosen for metaphorical coldness.

synonyms for the word ‘cold’ and then respond to the following questions: How does the idea of coldness link to this text? What do you associate with coldness? What might be the effect of using cold imagery in the novel? Why has Dickens made so many references to the cold in the opening stave?

Scrooge at the start of the novella?Why has Dickens made so many significant references to the cold in the opening of the novella?

L15To understand how to construct a response to part (b) of the examination

Recap questions:1. What is the difference

between physical coldness and metaphorical coldness?

2. Why does Dickens make so many references to the cold in the opening stave?

Recap the focus for part b of the examination.

Go through how to create an effective introduction.

Pupils construct plan for introduction.

Co-construct with pupils an effective introduction.

Pupils reflect upon their respond and identify where they would place it.

Recap TEEEE structure Pupils draft two TEEEE paragraphs – one for physical coldness and one for metaphorical coldness.

Pupils then write up into their formative assessment book.

L16To analyse the presentation of Marley’s ghost

Pupils consider one key question: In what ways has Dickens prepared us, the reader, for the

Complete class reading of extract in which Marley’s ghost appears.Share definition of

Pupils summarise in no more than 50 words what happens in this part of Stave one.

Pupils track Scrooge’s reactions to the ghost of Marley.

and Scrooge’s reaction to it.

appearance of Marley’s ghost.

Explode a quotation: You will, therefore, permit me to repeat, emphatically, that Marley was as dead as a doornail.

chains with pupils and re-read short extract in which we learn what chains Marley is carrying.Share contextual knowledge about chains and how they are referenced in the bible.

Pupils consider the presentation of Marley’s Ghost and draw a diagram of what he looks like according to the description. Pupils label their diagram with quotations from the text to support their inferences.

Challenge question: to what extent is the description successful in conveying the supernatural?Pupils respond to key questions:

1. What is Marley’s chain made of?

2. What do these objects symbolise?

3. In what way could the chains shown be likened to the chains Marley now wears?

Pupils respond to key question: how could this idea of being chained under darkness have influenced the presentation of Marley?

L17To analyse the presentation and purpose of the supernatural in A Christmas

Recap questions:1. Identify two

features of Marley’s Ghost’s appearance.

2. What are Marley’s

Complete class reading in which the purpose of Marley’s Ghost’s visit is clear.

Pupils sequence the key events in this part of the novella.

Pupils trace the theme of the supernatural and compare peoples’ beliefs about ghosts

Bearing in mind what we have learnt, what is the purpose of Marley’s Ghost within this

Carol Ghost’s chains made of?

3. What do the chains symbolise?

4. How does Scrooge react to the Ghost of Marley?

Challenge: In Stave One, what opportunities has Scrooge had – and failed to use – to do good?

Explode a quotation: A squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner!

with the presentation of Marley’s Ghost. Pupils find evidence to support the statements and offer explanations about what we learn about Marley’s Ghost from the evidence.

Challenge question: how far does Marley’s Ghost conform to commonly held beliefs about ghosts during this time?

narrative?

L18 Recap questionsL19 Recap questionsL20 Recap questionsL21 Recap questionsL22 Recap questionsL23 Recap questionsL24 Recap questionsL25 Recap questions