THE CHARACTERS THEY HAVE READ IN THE LESSON. THEY MUST USE A VARIETY OF SIMPLE, (COMPOUND AND COMPLEX SENTENCES)

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WELLACRE ACADEMY

FACULTY/ DEPARTMENT : ENGLISH

MEDIUM TERM PLANNING

RAF 7

What do we learn about Victorian society from ‘A Christmas Carol’? .

RAF3

Choose one part of the book and look at how you see the characters, setting or mode and atmosphere. WAF2

Write a book review for the school newspaper about A Christmas Carol. Students will also be assessed on WAF7 and WAF 6

SLAF1

Is Scrooge born horrible or did he become horrible?

ASSESSMENT POWERPOINT LINK!

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YEAR 9 SUBJECT: DICKENS 1.Learning

Objectives Starter:

What was life like in the 1800’s. Students share ideas and then brainstorm ideas. Share outcomes for this unit (see APP assessment)

Development:

Work through presentation one that focuses on the life of Dickens.

If the students have finished all of the activities in the presentation above then they are to focus in more detail on the life of Dickens with this presentation.

Refer to the Dickens research template for further guidance Plenary:

Students are to re-cap some of the main facts about the like and times of Dickens. How did he come up with the idea of the character Scrooge?

Lesson 2 Starter:

When they hear the word scrooge what do they think of? Brainstorm some of the ideas. Main

Work through the presentation intro into the story. Introduce some of the main characters and the man plot of the story

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this document.

Complete these questions that focus on the start and end of the 1st_chapter

Plenary

Recap some of the main ideas and themes behind the first chapter. Who are the main

characters and what are they like? How do we know what they are like? (evidence from the text)

Re-cap the previous scene. What were some of the main ideas and characters that are in the book? Where it set and what is is the atmosphere of the text like so far?

Narrative hook starter Main

Go to text and ascertain the narrative hook used.

Students read on in reading style chosen by the group (groups, popcorn etc). Read Chapter 2 and answer qns on the worksheet below

Focus on the characterization presentation and complete the work that is included in here. Choose aspect of character or setting based on what they have read so far. Look at effective features. Students to collect as a group. (STUDENTS TO WRITE THEIR OWN DESCRIPTION OF THE CHARACTERS THEY HAVE READ IN THE LESSON. THEY MUST USE A VARIETY OF SIMPLE, COMPOUND AND COMPLEX SENTENCES)

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Plenary

Recap some of the main ideas and themes behind the second chapter. Who are the main characters and what are they like? How do we know what they are like? (evidence from the text)

Complete the timeline that they have read so far. They can come back to this later on in the SOW.

Main

Work through the stave one presentation. Students to complete the activities.

Look at the attitudes towards Christmas handout. How does the writer reflect the views of Christmas in the story?

Also, could use the attitudes handout for further activities Plenary

Students to recap what they have learnt this lesson.

Listen to this clip called pathetic fallacy. What do you think of when you hear this music?

http://www.youtube.com/watch?v=lMrr-8wQEZE

Main

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Complete the happiness chart and justify the plotting of the chart with evidence from the text. Students must have read up to chapter two when doing this activity.

Plenary

Students to identify examples where there are quotes underpinning the concept of pathetic fallacy. The students are to discuss the effectiveness and how it relates to the

atmosphere/characterization/plot.

Watch this clip on A Christmas Carol ..\Dickens (number 1) . What do we learn about the characters so far? Are the impressions different from what you have read? Did you imagine Scrooge to look like this? If not why?

Main

Focus on the end of the 1st _{stave using this presentation}_{. Complete the activities that are in the}

presentation and, if there is time, watch the 1st_{part of A Christmas Carol}

Plenary

Students to discuss the main similarities and differences between the representation of

characters between the book and the film (if there is time show more than one example so they have an understanding of directors viewpoint)

Watch the second part of the scrooge video (located in folder #2)

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Read the part where the second stave in introduced, the students are then to complete the activities that are in this presentation.

Complete the stave 2 activity

Plenary

Recap on the main themes of this chapter. What do we learn about atmosphere, setting and character? Where is the evidence to support our opinions. The more able will be able to discuss contrasting views

Recap what has been going on in the story so far. Choose one character and outline the main characteristics of the characters they have chosen. Identify examples justifying their answer. Main

Continue work on Stave two using this presentation. Complete the activities that are based in this presentation. If there is further time then the students are to watch the next section of the video on scrooge. #3

Plenary

Review what they have learnt about the characters so far in relation to what they have read in this lesson.

Brainstorm what they have learnt so far in relation to plot and character. Review different views on character.

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Continue work on Stave three using this presentation. Complete the activities that are based in this presentation. If there is further time then the students are to watch the next section of the video on scrooge. #4

Complete the chapter three questions and for the more able the chapter three further questions.

Plenary

Complete the plenary triangle

Give this handout for homework for the students to research Lesson 10 Starter:

What has gone on so far in relation to the characters and the story. What has happened so far and how do they think the story will develop?

Main

Continue work on Stave two using this presentation. Complete the activities that are based in this presentation. If there is further time then the students are to watch the next section of the video on scrooge. #5 (if there is time they can watch the rest of the film up to the 3rd_stave)

Plenary

Recap what the students have learnt so far in this book. What parts support the fact that Scrooge is a bad person?

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Complete the Scrooge is activity

Main

Continue work on Stave four using this presentation. Complete the activities that are based in this presentation. If there is further time then the students are to watch the next section of the video on scrooge. #6

Plenary

Students to work on this handout for homework. This can be for homework for the more able or work in lesson for the less able with teacher support.

Scrooge writes his 1st_{Christmas Card}_{. Use this worksheet for further guidance}

Main

Continue work on Stave five using this presentation. Complete the activities that are based in this presentation. If there is further time then the students are to watch the next section of the video on scrooge. #7 and complete watching the other sections. By the end of this lesson the students should have finished reading the book.

Complete the Tiny Tim worksheet and the extension

Complete the similarities and differences grid that focuses the students on the main similarities and differences between the book and the film.

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Plenary

If there is more time the students are to compare the different Christmas parties using this handout.

Main

Planning the essay for RAF7. Use this presentation so the students have an idea how to plan and complete their RAF7 activity

RAF 7

What do we learn about Victorian society from ‘A Christmas Carol’? Use this worksheet with quotes to support answers.

Plenary

Recap what PEE and how to structure an essay

Complete the Christmas at the Cratchits comprehension sheet.

Main

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What do we learn about Victorian society from ‘A Christmas Carol’?

Use the RAF 7 example template to show students what you need for them to do well in this RAF.

Recap the story to the students using this presentation. Plenary

Main

Read the poem ‘the night before Christmas’

OR Talking Turkeys play the video of Talking turkeys

Complete the talking turkeys questions

Plenary

Main

The students are to complete the comprehension questions whet they have finished reading the book.

RAF3

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atmosphere.

The students are to plan and complete the above RAF question. They are to ensure that this is fully detailed and using PEE

Plenary

Main

Use the how to vary sentence structure handout

Write a book review of the Christmas scrooge story. Use this presentation to assist the students on looking for punctuation hints and tips.

Complete the scrooge table with evidence to support their points Plenary

Prepare the students for the essay, possible structure and look for quotes that support their answer.

Main

RAF3

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Plenary

Look at what some of the students have completed and provide feedback. If possible provide mark scheme for RAF3 and peer assess.

Continuation for previous lesson Main

WAF2

Write a book review for the school newspaper about A Christmas Carol. Students will also be assessed on WAF7 and WAF 6

Use this resource for further work for the students to complete. Plenary

Students hand in their essays ready for marking. Lesson 20 Starter:

Work on the tableau activity.

Main

SLAF1

Is Scrooge born horrible or did he become horrible? Or should we ban Christmas?

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lead the discussion. Plenary

In this lesson the students can watch another version of Christmas Carol. The students can compare all of the versions of them.

Main

Complete the scrooge acrostic poem for display. They also need to make sure that the timeline is completed on the novel.

Plenary

Recap what the students have learnt this unit, what have they done well on and what do they need to improve?

Revision booklet for students who have been absent

Further resources of Dickens