Lesson Plan to be used with Charles Dickens' A Christmas Carol

Download below for a copy of the lesson plan in pdf format.

"I have endeavoured in this Ghostly little book, to raise the Ghost of an Idea, which shall not put my readers out of humour with themselves, with each other, with the season, or with me. May it haunt their houses pleasantly, and no one wish to lay it."
"Their faithful Friend and Servant, C.D. December 1843."

For a look at the preface in Dicken's own hand, visit: www.fidnet.com/~dap1955/dickens/carol.html

With that preface, Charles Dickens began his classic novella, A Christmas Carol. The story has influenced the way the holiday was celebrated in Victorian England and has been celebrated since then. The story is appropriate for middle school aged students and has been included in many literature textbooks and anthologies. The story is also available on-line.

This unit of study includes lessons to be used during the reading of the novella as well as activities for use after completing the story.

Credits:
Dickens image: digitalgallery.nypl.org/

Preface to A Christmas Carol:
www.fidnet.com/~dap1955/dickens/carol.html

A Christmas Carol available online:
www.literature.org/authors/ dickens-charles/christmas-carol/

Dickens PowerPoint:
www.clovisusd.k12.ca.us/learn/curriculum/language/dickens

Download a great introductory PowerPoint to use before reading the story.

Part I: Compiling Character Information

Summary: During the reading of the novella, students summarize, infer and compile evidence about the character of Ebenezer Scrooge. Relying on the following evidence: what he does (action); what he says (dialogue); what he thinks (interior monologue); what others say about him; and what the author states directly, students will compile a list of words/terms which describe Scrooge in each stave of the novella. This activity will eventually produce a mural in the classroom.

Objectives:
• To demonstrate an understanding of character traits.
• To recognize and infer evidence for character description from A Christmas Carol.
• To acquire information from the Internet.

Content Standards: Texas State Standards
TEKS 7th Grade Language Arts:

7.8 Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to (A) read classic and contemporary works.
7.10 Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to: (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience.
7.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo
7.13 Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (D) interpret and use graphic sources of information such as maps, graphs, timelines or tables to address research questions

§126.12. Technology Applications (Computer Literacy), Grades 6-8
4 Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software

Materials: butcher paper or newsprint; markers; printed handouts: character traits; sample character traits; character log

Technology: Internet access; projector or document camera

Assessment: Observe and review student’s contribution to silhouette.

Procedures:
1. Cooperative learning groups of students prepare life size silhouettes of Scrooge for each stave of A Christmas Carol. Illustrations of Scrooge may be found on the internet and enlarged using a projector to prepare silhouettes. digitalgallery.nypl.org/ search: Scrooge
2. On the character traits form (download below)*, students compile evidence of Scrooge’s character for each stave of A Christmas Carol. Character reference pages are provided for students (download below).** Another source of accurate and descriptive words is Merriam-Webster Online: The Language Center. www.m-w.com.
3. Using compiled evidence, students prepare visual examples of Scrooge’s characteristics to attach to life size silhouettes of Scrooge during the reading of each stave.

Sources:
Texas Content Standards: Language Arts 7th Grade: www.tea.state.tx.us/rules/tac/chapter 110/ch110b.html

Texas Content Standards: Technology Applications: www.tea.state.tx.us/rules/tac/ch126.html#s12611

Scrooge image: digitalgallery.nypl.org/

Character Traits: www.teachervision.fen.com/

Sample Character Traits: www.readwritethink.org/lesson_images/lesson175/traits.pdf

Merriam-Webster Online: The Language Center. www.m-w.com

Download character traits form below.*

Sources:
Character Traits: www.teachervision.fen.com/

Sample Character Traits: www.readwritethink.org/lesson_images/lesson175/traits.pdf

Download these references pages for character traits.**

Summary: After completing Stave Five of A Christmas Carol, students are divided into five cooperative learning groups. Each group is assigned a stave and the presentation requirements. A PowerPoint tutorial is provided. Allow about three to five days for the preparation and presentation of the activity.

Objectives:
• To format digital information for appropriate and effective communication.
• To use technology tools to create effective document files for slide shows.

Content Standards: Texas State Standards
TEKS 7th Grade Language Arts:
7.10 Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to: (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience.
7.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.
7.15 Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: (A) write to express, discover, record, develop, reflect on ideas, and to problem solve.
7.16 Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, handwriting, penmanship and spelling to communicate clearly. The student is expected to: (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation.


§126.12. Technology Applications (Computer Literacy), Grades 6-8.
10. A Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.


Materials: Copies of character traits; sample character traits; character log; student assignment page

Technology: Computers with PowerPoint and Internet access

Procedures:

1. Student groups will produce and present a PowerPoint presentation portraying the characteristics of Ebenezer Scrooge from an assigned stave of A Christmas Carol. Provide student PowerPoint assignment page (download below).*

2. After viewing the PowerPoint tutorial and using character logs and the silhouettes in the classroom, students decide as a group how to best present the information on PowerPoint.

3. Presentation guidelines:

• The presentation must be at least five slides.
• The presentation must include an introduction slide with a title and group names.
• The presentation must have a works sited slide.

4. Grading guidelines:
Composition: Information is accurate and complete.
Style: Information is presented in a clear and appealing
way. Graphics and transitions are used to enhance presentation. Slides are not too plain or too busy.
Mechanics: Few errors in grammar, spelling, and punctuation.

Assessment: Observation of group work, presentation, and rubric (download below).**

Modifications:
Much of the prior information for this assignment is completed in class and over time. Class members are organized into small groups. They then work through the assignment until all group members successfully understand and complete it.

Download student assignment below.*

Reference materials for PowerPoint presentation.

Go to the www.actden.com/pp/ for a user-friendly PowerPoint tutorial. PowerPoint in the Classroom has two animated hosts, Sue Special and Jim Jingle, to guide students through the process of creating a PowerPoint. Students should add the site to favorites to have easy access throughout the assignment.

Sources: PowerPoint tutorial: www.actden.com/pp/

**Download the grading rubric for student presentations. This grading rubric is a starting point for student discussion/consideration. After completing the PowerPoint project, place the rubric on the digital camera and open discussion on student suggestion for changes, modifications, etc. Provide student-designed rubric for self-evaluation, peer-evaluation, and teacher evaluation of PowerPoint presentations.

Summary: After reading A Christmas Carol and How the Grinch Stole Christmas by Dr. Seuss students will prepare a Venn diagram on a computer. Allow about one class period for this activity.

Objectives:

• To demonstrate an understanding of elements of literature
• To analyze characters, including their traits, motivations, conflicts, points of view and changes they undergo
• To analyze the characteristics of various types of genres
• To express and support responses to various types of texts
• To use a computer generated Venn diagram to compare/contrast two texts


Content Standards: Texas State Standards
TEKS 7th Grade Language Arts:
7.10 Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to: (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience; (I) find similarities and differences across texts such as in treatment, scope, or organization, and (L) represent text information in different ways such as in outline, timeline, or graphic organizer.
7.11 Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts; and (D) connect, compare, and contrast ideas, themes, and issues across text.
7.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo; and (G) recognize and analyze story plot, setting, and problem resolution.

§126.12. Technology Applications (Computer Literacy), Grades 6-8
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (E) create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats, and (G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge.

Technology: Computer with Internet access and printer, and document camera

Materials: A copy of the book, How the Grinch Stole Christmas; copies of the Venn diagram instructions (download below)*

Procedures:
1. After reading A Christmas Carol and How the Grinch Stole Christmas, lead students in discussion/brainstorming session comparing and contrasting the stories.
2. Instruct students to create a Venn diagram which compares and contrasts elements of the stories:
• Open www.teachnology.com/ and search create Venn diagram.
• Topic #1 Enter A Christmas Carol and list a three of the characteristics that are unique to the story.
• Topic #2 Enter How the Grinch Stole Christmas and list a three of the characteristics that are unique to the story.
• Similarities: list the similarities between the stories, characters, settings, etc.
• Follow screen directions for completing the diagram and print.

Assessment: Observe and review student’s finished product.

Modifications: Provide students with a T-chart during discussion of similarities & differences.
Characters: Both: Miserly Scrooge; Hoarder Grinch; similarities; Cindy –Lou Who and Tiny Tim
Setting: Realistic, Victorian London vs. Fantasy land, Who-ville
Change: Both: Internal conflict; Scrooge and Grinch change of heart, generosity
Tone: Similar, but fable vs. ghost story; onomatopoeia present in both stories
Theme: Although the Cratchits are poor, they are happy; although Christmas was stolen from Who-ville, they celebrated. The spirit of Christmas can bring joy to everyone.

Sources:

Image of Scrooge: www.everwonder.com/david/thegrinch/photos.html

Seuss, Dr. How the Grinch Stole Christmas. ISBN: 0-394-80079-6

Venn diagram maker: www.teachnology.com/

Download student directions for Venn diagram.*

Summary: Using technology in research, development, and/or presentation, students prepare one day in a “living” advent calendar as a concluding activity in the study of A Christmas Carol. Allow about two to three class periods to complete projects. Allow students 5-15 minutes each day during the advent season to present projects.

Objectives:
• To format digital information for appropriate and effective communication.
• To use electronic texts to locate relevant information
• To compare text events with own experience
• To determine distinctive and common characteristics of cultures

Content Standards: Texas State Standards
TEKS 7th Grade Language Arts:

7.13 Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions.
7.14 Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with his/her own and other readers' experiences; and (B) determine distinctive and common characteristics of cultures through wide reading.
7.20 Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (E) present information in various forms using available technology.
7.24 Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings; and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports.

§126.12. Technology Applications (Computer Literacy), Grades 6-8
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video; and (B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics.

Technology: Computer lab or laptops with Internet access and PowerPoint; digital cameras; document camera; projector

Procedures: While reading A Christmas Carol, students learn of many Victorian Christmas traditions. Students will find a wealth of Christmas information on the web while completing the assignments in this unit. Additionally, students have special Christmas memories and family traditions. In this assignment, students synthesize the traditions of Christmas into a “living” advent calendar. Each student is assigned a day of the advent calendar to develop and present. Students are required to use technology in the research, development, and/or presentation/delivery of the Christmas fact, item of interest, tradition, etc.

Suggestions:

• Using a digital camera, record a parent’s, grandparent’s, (or even better) a great grandparent’s childhood memory of Christmas; download, and show to your classmates.

• Using a computer and PowerPoint program, prepare and show a short slide show of your Christmas topic/item/custom, etc.

• Using a laptop and projector, share an interesting Christmas website.

• Using the digital camera, record examples of philanthropy in your community during the holiday season.

• Using the document camera, show and tell about an unusual ornament, house from a Dicken’s Christmas village, Christmas book, photo, etc.

• Using E-mail, transmit your advent assignment to your teacher and classmates.

Just for fun!

Include this unique and fun website in the classroom presentation of a living advent calendar. Virtual bubblewrap popping is almost as satisfying as the real thing! Turn up the sound and enjoy.
www.virtual-bubblewrap.com/popnow.shtml

Assessment: Observation of student’s research, production, and presentation; rubric. Rubric provided in the download below.*

Modifications: Provide technical tutorials and support as needed. Train students “experts” to serve as assistants on the equipment and software.

Sources:

Virtual bubblewrap popping
www.virtual-bubblewrap.com/popnow.shtml

Download grading rubric here.*