Scheme of work groups 3.3 and 4.2
Charles Dickens: A Christmas Carol
Week 1
LO: Locate
information
in a nonfiction text
Lesson
Starter
Students will be asked to contribute what they know
about life in Victorian times. This exercise is an
opportunity to promote discussion and engage students at
the start of a new topic.
Main
Students will be shown a slide show about life in Victorian
times. The focus of this lesson is to discuss the
background to the story and gain an understanding of the
setting.
Students will answer a set of questions relating to the
information presented. A differentiated version/scribe is
available for students requiring additional support.
E3: Obtain specific
information through detailed
reading
L1: Utilise information
contained in texts.
L2:Select and use different
types of text to obtain and
utilise relevant information
Plenary
We will review questions and answers. This provides an
opportunity for us to peer assess.
LO: Locate
information
in a nonfiction text
Starter
Students will be introduced to the author Charles Dickens.
Students are to watch a slide show on the background
Charles Dickens pp and be presented with a short
biography of the author.
E3: Obtain specific
information through detailed
reading
L1: Utilise information
contained in texts.
L2:Select and use different
types of text to obtain and
utilise relevant information
Students will then answer questions relating to the text.
This can be done individually or as paired work.
Plenary
Students are to review their answers.
LO: Read
clearly and
confidently
Starter
Students will be asked what they know about the story
and characters. Can they make predictions using the front
cover?
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
Main
Students will begin to read Stave 1: Marley’s Ghost.
Students will be encouraged to read aloud and use
expression in reading.
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
from different sources.
Plenary
Students will need to reflect on how they found the
language and techniques used by the author.
Week 2
LO: Read
clearly and
confidently
Starter
E3: Read and understand
texts in different formats
using strategies/techniques
How and why might the language in this novella be
appropriate to the task.
different to a modern text? (The story was written in 1843 L1: Identify the main ideas
therefore a different historical time/different
and how they are presented
terminology/language)
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
Where have we seen his before? (Hound of the
from different sources.
Baskervilles/Romeo and Juliet)
Main
Students are to continue with the reading of Stave 1:
Marley’s Ghost.
Students will be encouraged to read aloud with
expression.
Plenary
Are there any themes emerging from what we have read?
(greed, poor v rich)
LO: Describe
a character
in detail
Starter
Students are to match up descriptions of writing
techniques. There are example sentences to identify that
link to the story.
Main
PP section Describe Scrooge. This gives students an
opportunity to extend their writing from using simple
descriptions of a student to creating sentences using
literary techniques such as: similes, metaphors and
personification.
E3:Sequence writing
logically and clearly
L1: Use language, format
and structure suitable for
purpose and audience
L2: Use a range pf writing
styles for different purposes
Students will be encouraged to use a thesaurus to find
wow words.
Students will reflect on the author’s use of language and
choice of vocabulary.
Plenary
Students can read out examples of their descriptive
writing and will be asked to identify techniques used in
their peers’ work.
LO: Write
clearly and
accurately
Starter
Students will be shown a range of sentences and asked to
identify errors within them, (spelling, punctuation,
handwriting, capital letters…)
Main
Students will complete a range of questions linked to
Stave 1: Marley’s Ghost. This writing exercise will provide
an opportunity to work on key skills such as writing in full
sentences and handwriting as well as comprehension.
E3: Check work for
accuracy, including spelling.
L1: Ensure written work
includes generally accurate
punctuation and spelling and
that the meaning is clear.
L2: Ensure work is fit for
purpose and audience, with
accurate grammar and that
support meaning in a range
of texts.
Students should also complete the work on definitions
using a dictionary.
Plenary
Questions will be marked and definitions checked.
Week 3
LO:
Starter
Summarise a Students are to write a paragraph summarising Stave 1.
story
Students will be asked to participate in group reading and
consider the use of punctuation throughout.
Main
Reading of Stave 2: The First of the Three Spirits.
Both groups will be reading the original version of the text
which will take most of this lesson to complete. Students
will be questioned throughout to check understanding of
characters and storyline.
Plenary
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
Recap main details. Make prediction for the story.
LO: Use
language
devices in
writing
Starter
What is a suffix? How do adverbs add to writing?
Main
Students will watch slide show: pp Stave 2: The Ghost
of Christmas Past
Students will be introduced the suffix 'ly' which is an
adverb that modifies an adjective – this can be used to
show how an action is completed.
Students will watch a short video clip of the first ghost
(ghost of Christmas past) and think of a sentence to
describe the actions of Scrooge or the ghost. Examples
will be written into books. Students will be encouraged to
extend their writing by producing a paragraph using ly
words and other techniques such as similes and
personification.
Plenary
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
from different sources.
LO: Retrieve
information
from nonfiction texts
Starter
Students will be asked to reflect on and consider the
language used in the original version of Dickens’ novella.
Are they able to understand most words?
Do they find the language difficult?
Can they find examples of this to share with the class?
Main
Today students will be using the dictionaries to find
meanings of words they are unfamiliar with.
Students will then use these words in a sentence of their
own.
Students will answer questions relating to Stave 2.
An extension task of GCSE style questions is available for
students who complete this task early.
Plenary
Students are to share their new vocabulary with the class
and asked to use their words in a sentence.
E3: Obtain specific
information through detailed
reading.
L1:Identify suitable
responses to texts
L2:Identify the purposes of
texts and comment on how
meaning is conveyed
Week 4
LO:
Starter
Summarise a
story
Students are to write a summary of Stave 2.
Main
Reading of Stave 3: The Second of the Three Spirits
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
Plenary
Students will summarise and discuss events in the third
chapter.
LO: Check
work for
accuracy
Starter
There are many themes in this novella. Students will be
asked to consider how many opposites they can find in
the story and brainstorm in their books.
(poor v rich good v evil)
Main
Students will work independently to answer set questions
on the chapter and complete associated definition work
E3: Plan, draft and organise
writing.
L1: Present information in a
logical sequence
L2:Use a range of writing
styles for different purposes
using a dictionary.
There will be a focus on neat handwriting.
Plenary
Students are asked to check that their work makes sense
and is accurate in terms of spelling, grammar and
punctuation.
LO: Use
correct
tenses in
writing
Starter
In the story Scrooge has many memories, both good and
bad. Students will be asked to recall his memories and
what they suggest about their character.
We will watch a clip of Stave 4 showing the ghost that is
yet to come.
Main
Students will write about a memory. This is a free writing
exercise and students will be encouraged to form their
sentences verbally before writing down.
Plenary
E3: Sequence writing
logically and clearly
L1: Present information in a
logical sequence
L2:Use a range of writing
styles for different purposes
Students can share their memories with the class.
Week 5
LO: Read
accurately
and clearly
Starter
Students are to make predictions for the story and will be
questioned individually to check understanding.
Main
Reading of Stave 4: The Last of the Three Spirits
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
Plenary
How will Scrooge be feeling now?
What do you think will happen next in the story?
LO: Use a
PEE chain to
structure
writing
Starter
Students are to consider:
What is life like for the Crachets?
E3: Plan, draft and organise
writing.
L1: Present information in a
logical sequence
L2:Use a range of writing
styles for different purposes
Main
Students will be introduced to the PEE chain as a tool for
structuring writing.
P- point
E – evidence
E – explanation
Students are to watch a video clip of Scrooge and
consider his reaction to the final ghost.
How do we feel about Scrooge in contrast to the
beginning of the story?
How has Scrooge changed?
LO: Use a
PEE chain to
structure
writing
Starter
E3: Plan, draft and organise
writing.
L1: Present information in a
Students are to watch:
logical sequence
L2:Use a range of writing
https://www.youtube.com/watch?v=WlRpGj7LWS4 styles for different purposes
What is the message of the song?
Why does the ghost show this to Scrooge?
How would this song help Scrooge to look at the world
differently?
Main
Students are to answer the question using a PEE chain to
structure their evidence:
Is Scrooge starting to change his ways? Why?
Plenary
Students will read out their paragraphs to the class.
Week 6
LO: Take
turns in
discussion
Starter
What did we learn in Stave 4?
Summarise key events on the board.
Main
Reading of Stave 5: The End of It
E3: Read and understand
texts in different formats
using strategies/techniques
appropriate to the task.
L1: Identify the main ideas
and how they are presented
in a variety of texts.
L2: Read and summarise
succinctly, information/ideas
Plenary
Students will reflect on the final chapter and ending of the
book.
LO: Analyse
texts in
detail
Starter
Students are to consider the use of symbols in the
novella. Complete the table with symbols and think about
their meaning. For example:
Marley’s chains …. The chains represent greed and rigid
attitude…
E3: Understand the main
point of texts.
L1: Read and understand
texts in detail.
L2: Detect point of view,
implicit meaning and/or
bias.
Main
Students are to answer associated questions on Stave 5:
The End of It.
LO: Write an
epilogue
Starter
What is an epilogue?
Students are to consider what could happen to Scrooge
next.
E3: Sequence writing
logically and clearly
L1: Present information in a
logical sequence
L2: Use a range of writing
styles for different purposes.
Main
Students are to write an epilogue which continues the
story. They can write a positive or negative continuation
of Scrooge’s adventures. This must include reference to at
least one other character and be accurate in terms of
spelling, punctuation and grammar.
Plenary
Students are to check their work for accuracy and set a
target for next lesson in order to complete the task.
Week 7
LO: write
an
epilogue
Starter
Students are to check their targets set in the previous
lesson.
Main
Activity 1. Students will be given time to complete their
written epilogue.
E3: Sequence writing
logically and clearly
L1: Present information in a
logical sequence
L2:Use a range of writing
styles for different
purposes:
Plenary
Students are to read their epilogues aloud to the class.
LO: Take
turns in
discussions
Starter
Why has this story been made into many films?
What themes make it popular today?
Main
Students are to watch clips from different versions of the
film and discuss which they feel are most effective in
telling the story.
How does setting match Dickens’ description?
How does music add to the tension and anticipation?
Plenary
Reflect on the film and compare to the written text.
E3:Make relevant
contributions, allowing for
and responding to others’
input
L1: Present information and
points of view clearly and in
appropriate language
L2: Present information and
ideas clearly and
persuasively to others
How would they rate the book/film?
LO:
Understand
a text in
detail
Starter
Students are to discuss thoughts on the text and film.
Main
Students are to complete an end of topic assessment.
E3:Understand the main
point of texts
L1: Read and understand
text in detail
L2: Analyse texts in relation
to audience needs and
consider suitable responses