Following the November mock exams, I knew that I needed to do something different with my Year 11 class when teaching the next and final text for the Literature exam: A Christmas Carol. They did both Language and Literature in the mocks and while the results from these were promising what stood out was that students were still struggling with the demands of writing at length and to time. Now this isn’t new or unusual. I believe that this has been a significant issue in recent times. Students seem to have lost stamina when it comes to writing (not all) but a significant number. So how did I approach A Christmas Carol this time?
Normally, lessons would follow a pretty similar format to below:
Retrieval practice, new knowledge/reading, selecting information from the text, a task to apply this knowledge, repeat etc. Towards the end of the unit, I’d start introducing example essays, paragraphs and purposeful practice to apply the knowledge.
Powerpoint 1: Exposition Stave 1 work
Powerpoint 2: The rest of the full scheme of work
As I was doing our faculty review, I set the Jim Carrey animated film as cover and then did lots of retrieval practice in the next lesson, then we looked at context as I wanted to hit the ground running with writing to include context/intentions as that was an area to work on that was evident from the mock exams. As well as looking at effect in more detail.
Slide 1:
I gave students about 15 minutes to answer these questions in detail and to ask me questions as they did this exercise. Then, we spent a lot of time doing question and answers and adding detail to their responses, alongside focusing on the effect created.
We used a resource fact sheet and broke it down into smaller chunks and then answered the questions on context as a retrieval practice starter.
As we worked on Stave 1 reading, we started off with students writing about the exposition of Marley and then in the next lesson we looked at a model exploring as feedback. I wanted to start off with the writing, marking and feedback to reintroduce/reinforce analytical skills, explore what Dickens was saying about Marley and introduce the supernatural theme. As well as this, it provided an opportunity to immediately embed some of the context learning.
Feedback: How does Dickens present Marley in the exposition of the novella ‘A Christmas Carol’?
- ‘Marley was dead: to begin with.’ ‘Dead as a doornail.’
During the exposition of the novella ‘A Christmas Carol’ Dickens uses the repetition of the death of Marley to exemplify in no uncertain terms that ‘Marley was dead:’ indicating that he has passed on and is no longer alive, something that seems final and an unarguable fact. However, the extract clause ‘:to begin with.’ highlights a level of uncertainty because it seems to foreshadow that he will not always be dead, in fact it suggests that he will come back to life, probably in the form of a ghost or supernatural entity. Dickens is using the juxtaposition of certainty and ambiguity to introduce the doubt in the reader’s’ mind about whether Marley really has died. The simile ‘Dead as a doornail.’ further reiterates the incontrovertible nature of him being dead. However, Dickens may be using this introductory repetition to intrigue the reader as ghost stories and the use of gothic conventions was popular within the Victorian era and listening to a good story would have been a form of entertainment, something that Dickens could have been capitalising on through his allegory, in order to use entertainment to ensure that the wealthy could see the hypocrisy in their behaviour towards the poor during the Industrial Revolution, which was notoriously a terrible time for those with limited finances.
As we discussed this we used the same criteria that I marked their answers against to label up the example.
Reading Analysis Criteria
1. What: Focus on the question
2. How: Method (language or structure focus)
3. How: Evidence (quotations or moments from the text)
4. Why: used analytical verbs to drive analysis
5. Why: Meaning (what the literal quotation means)
6. Why: Effect (what the quotations makes you think or feel or makes the audience think or feel)
8. Why: single word analysis
9. Why: alternative interpretations
7. Why: Context
8. Why: Writer’s intentions
9. Why: used ‘because’ or connectives to develop your reasoning
10. Why: multiple layers of analysis
This process was repeated throughout the unit of work.
We explored the different supernatural and gothic elements in Stave 1 and looked carefully at the characterisation as we read and paused the reading. I asked students to select information relating to the following ideas:
Stave 1 Exposition
Scrooge’s behaviour in the counting house
Fred – What he is like and what he does?
The Clerk: Bob Cratchit
The Portly Gentleman: Symbolising benevolence
The door knocker as Marley
Then, I gave the students the numbered questions to answer and we did feedback. These were deliberately scaffolded to get students to select information relating to the supernatural that they could then use to focus on the question: How does Dickens introduce the theme of the supernatural in A Christmas Carol? As we completed feedback we discussed how these linked to Dickens’ intentions and context and how we could use these to respond to a question about the supernatural.
Then, I gave students a worked introduction and we colour coded and discussed how this would respond to the question. Students then used the introduction to complete their own analysis paragraphs answering the question.
How does Dickens introduce the theme of the supernatural in A Christmas Carol?
Dickens introduces the theme of the supernatural through Marley’s ghost appearing in the door knocker of Scrooge’s house. The supernatural apparition ‘not a knocker – but Marley’s face.’ is repeated to show that it really is happening and this is what Scrooge is experiencing, even though he shrugs it off and disbelieves his own eyes. The further repetition of the adjective ‘ghostly’ in ‘ghostly spectacles’ and ‘ghostly forehead’ reinforce the idea that this is a non-living entity that has purposely chosen to appear in Scrooge’s doorway as he is preparing to go home for the evening. The darkness and vivid description of the isolation of Scrooge’s house in ‘playing hide and seek with other houses, and forgotten it’s way out again’ metaphorically reinforces how remote and removed from society the house is, linking to Scrooge’s own literal isolation from society through his own choices. The supernatural appearance of Marley is also described as ‘horrible’ due to it being ‘perfectly motionless’ with the adverbial phrase suggesting the ghost doesn’t move or change in any way, implying it could be a figment of Scrooge’s imagination. However, the way that the omniscient narrator reinforces the description of Scrooge’s expectation of seeing ‘Marley’s pigtail’ indicates that he really had this vision and despite the way he ignores and rejects it, it is in fact happening. The reader might feel disconcerted as earlier we had learned that ‘Marley was dead’ although the foreshadowing could stop us feeling completely unsettled as we were expecting a visitation from Marley as he was only dead ‘to begin with’. Dickens emphasises the spooky and eeriness of seeing a ghost to scare his Victorian audience and thrill them as the story would have held great entertainment value and the supernatural apparition of Marley would have been a vivid and fearful reflection that the dead are or could be watching over you. Marley is non-threatening as a ghost and the reader might wonder what his message is because at this point Marley has said nothing and Scrooge in his usual gruff manner has completely rejected the thought that Marley might be there for a reason. The ‘Pooh, pooh!’ sound that Scrooge makes reiterates his matter of fact nature and his inability to be phased by any aspect of human life that would frighten anyone else. It perhaps reflects his complete removal and isolation from society as he seems incapable of real, true and human emotions. A ghost is not something to ignore, but Scrooge chooses this course of action implying he is callous and lacking in emotion.
We looked again at the example as feedback and then moved onto reading Stave 2. I’d marked the students work and given specific feedback on what they needed to do to move on. I’d also used simple, clear and detailed examples from students books with the students so that they could see exactly what to do to move their own writing forward. At this point we’d read Stave One and completed two analytical pieces of writing about the text to try and help build stamina and confidence with writing in this way.
As we continued through the reading, we looked at symbolism and effect of this in stave 2. I blogged about this: Why I love…A Christmas Carol Symbolism in Stave 2
Then, we looked at the characterisation of Fred when we explored Stave 3:
How does Dickens present Fred in A Christmas Carol?
Remember: Stave 1 start, Stave 3 extract middle, Stave 5 end.
Extract Analysis: Simple Version
In the extract, in Stave three Fred is presented as a jolly, happy and fun character. He is enjoying Christmas Day with his family and playing games making fun of ‘Uncle Scrooooogge’ implying that Scrooge is some kind of monster, which could make you feel sorry for him, but is not meant in an unkind way by Fred as he is just mocking him. This is light hearted as earlier Scrooge rejected the offer to come to dinner. Fred also toasts his uncle showing that even though Scrooge rejects him he still cares and wishes him well ‘A Merry Christmas…to the old man, whatever he is.’ suggesting that Fred is kind and caring and doesn’t want Scrooge to suffer. Contextually, family was very important to the Victorian’s and Scrooge’s rejection would be very unusual, so Fred being family focused and having a lovely Christian celebration with all the family would be normal. Dickens might be suggesting that Fred is the type of person all of us should be aiming to be as he supports the poor and is kind and compassionate.
How does Dickens present Fred in A Christmas Carol?
Remember: Stave 1 start, Stave 3 extract middle, Stave 5 end.
Extract Analysis Example:
Dickens reinforces in stave three the juxtaposition between Fred and Scrooge when he shows Fred as a jolly, happy and cheerful character who is hosting the Christmas celebrations. Fred is playing a game of ‘Yes and No’ which is fun and jolly, something Scrooge ordinarily would not do. However, the omniscient narrator lists characteristics of Scrooge showing the internal monologue his family have when they think about him ‘disagreeable animal, a savage animal, an animal that growled and grunted’ are some of the anthropomorphic images used to unfavourably comment about Scrooge. They are designed to make the party of Scrooge’s relatives laugh during the game and could be seen as mean spirited. Although Fred is laughing at Scrooge it actually seems good natured and isn’t designed to hurt Scrooge as he rejected the invite to Christmas dinner and was not supposed to see this teasing behaviour. Fred’s Christmas reinforces a caring, sharing, loving and Christian household who enjoy time with family and value the opportunity to spend time together which is the antithesis of Scrooge. Fred also shows good heart and benevolence when he toasts Scrooge ‘A Merry Christmas…to the old man, whatever he is.’ showing a generosity of spirit, kindness and some pity for Scrooge in his determination not to be happy or merry or to celebrate Christmas, unlike Fred. Perhaps Dickens is showing that if you reject humanity and don’t embrace the Church or God as you should, it highlights the hypocrisy in Victorian Society. Therefore, presenting Fred as the opposite of Scrooge shows that it is possible to be a good person and non hypocritical.
During Stave 4, we looked at the presentation of Tiny Tim, reflecting back on Stave 3. As I’m trying to push high prior attaining students, when I’m teaching and feeding back on work, I’ve been trying to include simple/clear/detailed examples or basic and advanced examples to help students see what they can do to push themselves further in their own writing, hence the simple and detailed introductions to support students at the higher end and continue to ensure achievability for all.
The final essay we are working towards is redemption and we’ll pick that up in the new year. We’ve read the whole text. This blog has the final example essays: Why I love…Redemption in A Christmas Carol
One downfall of working so much on essay skills is other things get squashed! When we resume in the new year, we’ll need lots of retrieval, plot review and quotation focus as well as a continued focus on the essay skills. I hope that this has been useful. It was a slightly more writing focused approach to reading and teaching A Christmas Carol and I’m hoping that it will have strengthened the students ability to write analytically and to time. We shall see!
susansenglish 