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Name: __________________________________ #:___ Date: __________________________________ English Period: ____ Section: UNITS
“A Christmas Carol” Play Packet
Story by: Charles Dickens
Act I: pages 645-660 Act II: pages 663-680
Table of contents:
Page(s) Description 2-5 The Life and Times of Charles Dickens
6 Literary Elements and Devices for This Unit
7 Drama as a Form of Literature
8 Setting of “A Christmas Carol”
9 Act I Vocabulary
10 Act I Characterization of Scrooge
11 Act II Vocabulary
12 Act II Characterization of Scrooge
13-14 Symbolism in the Play
15 Theme
15 Figurative Language in the Play
16 Significant Events
17 Character Development
18 Plot
19 Characterization Practice
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The Life and Times of Charles Dickens
Life in ___________ - mid 1800’s to the turn of the century.
Class Structure in ________________ England: 1. Upper Class/Wealthy 2. _________________________________________ 3. Working Class (_________________ and Unskilled) 4. Under Class
Upper class/wealthy
The top class was known as the Upper Class or ___________________.
It included the _____________ and nobility, which had great power and wealth.
This class consisted of about _________ percent of the population, but owned the majority of the land.
It included: the royal family, lords, the clergy, great officers of state, and those above the degree of baronet.
These people were ________ into nobility, privileged, and avoided taxes.
Middle class/Bourgeoisie
The middle class consisted of the bourgeoisie – also referring to the _______________________ class.
It was made up of factory owners, bankers, shopkeepers, merchants, lawyers, engineers, businessmen, traders, and other professionals.
These people could sometimes be extremely rich, but in normal circumstances they were not___________________ , and they especially resented this.
There was a very large ________ between the middle class and the lower class.
Working class/Skilled and un-skilled
“The working class” or skilled laborers were above the unskilled class- but not by much. This class is also referred to as the ___________________ class.
The lower class contained men, women, and ___________________ performing many types of labor, including factory workers, seamstresses, sweepers, miners, and others.
Like the middle class, the lower class also had to endure a large burden of _______.
This third class consisted of about _____ percent of the population but only owned _________ than _____ percent of the land.
The working class unskilled laborers contained many men, women, and children with no particular _________.
These people typically did _____________ that did not last long.
Many unskilled laborers were a step away from being ________________ and occasionally spent time on the streets.
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Under class
The Under Class is also “________________” (those who were not working, and were receiving public charity).
This was considered a submerged "under class" sometimes referred to as the "sunken people"-- which lived in ______________.
The under class were more susceptible to exploitation and were therefore taken advantage of.
These people often starved to _____________ on the streets or died from malnutrition or disease.
The Industrial Revolution
During the 1800s the _______________ spread throughout Britain.
The use of steam-powered machines, led to a massive increase in the number of ____________ (particularly in textile factories or mills).
From Country to City As the number of factories grew, people from the countryside began to move
into the towns looking for better paid _________________.
Cities were filled to overflowing, and __________ was particularly bad.
People crowded into already crowded houses. Rooms were _________________ to whole families or perhaps several families. If there were no rooms to rent, people stayed in lodging houses.
Child Labor Children worked in _________________carrying large buckets of coal around on their
backs, or they worked sitting down in the mine alone to open the door for a coal cart passing through.
Many factory workers were children. They worked _______ hours and were often treated ___________ by the supervisors or overseers.
In match factories, children were employed to dip matches into a chemical called phosphorous. This phosphorous could cause their teeth to rot and some died from the effect of breathing it into their lungs.
The mill owners often took in orphans to their workhouses, they __________ at the mill and were worked as hard as possible.
They spent most of their working hours at the machines with little time for _________________ or exercise. Even part of Sunday was spent cleaning machines.
There were some serious ___________________; some children were scalped when their hair was caught in the machine, hands were crushed and some children were killed when they went to sleep and fell into the machine.
When young boys first started working as chimney sweeps between _________ and ________ years old, they suffered many cuts, grazes and bruises on their knees, elbows, and thighs however after months of suffering their skin became hardened.
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Street Kids
Hordes of dirty, ragged children roamed the streets with no regular money and no home to go to. The children of the streets were often ______________ with no-one to care for them.
They stole or picked pockets to buy food and slept in _____________ or doorways. Some street children did jobs to earn money.
They could work as crossing-sweepers, sweeping a way through the mud and horse dung of the main paths to make way for ladies and gentlemen. Others sold lace, flowers, matches or muffins out in the ____________.
The Life of Charles Dickens Charles Dickens was born on ____________________________.
His father, John Dickens, was a clerk at the Navy Pay Office.
His father continuously lived beyond his means and was ________________ for debt in 1824.
When Charles was _____, he was pulled out of school to work in a boot-blacking factory to support the family. He glued the labels onto the bottles of boot black for six shillings a day. Wow! Today, One Shilling would = ______ pennies! So in ONE MONTH of factory work Charles made an estimated 144 Pence which would = ________ today!
Dickens Begins to Write Dickens has said that his time ______________ and living alone in a boarding house traumatized
him for the rest of his life.
Dickens eventually returned to school at Wellington House Academy in __________.
Dickens began submitting material to the British Press where he was paid a __________ a line. He was not unlike a reporter for a newspaper today.
Dickens's career as a writer of fiction started in _____ when his short stories and essays appeared in periodicals.
Dickens proved to be a prolific writer writing _____novels, plays, short stories, and essays.
Some of his more famous works include:
Oliver Twist 1837
Nicholas Nickelby 1838
A Christmas Carol _______
David Copperfield 1849
A Tale of Two Cities 1859
Great Expectations 1860
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Personal Life Dickens married Catherine Hogart in _______.
Catherine’s ____________, Mary, moved into their house, and it was suspected that Dickens was in love with her.
Mary died in 1837, and a heartbroken Dickens requested to ________________ next to her.
Mary has appeared in his books, but usually as a good-hearted character.
Dickens had ______ children with Catherine, but they separated in 1858.
In the 1850s, Dickens spent much time traveling and campaigning against many of the ____________ of his time. In addition he gave talks and readings, wrote pamphlets, plays, and letters.
From 1860 until the time of his death, Dickens lived at Gadshill Place, near Rochester, Kent.
He died at Gadshill on _____________________________.
Dickens died before he finished his last work called The Mystery of Edwin Drood.
The novel was left ___________, and the ending remains ______________.
Characters _______________________: He is a cold, miserly creditor who lives only for himself.
_______________________: He is Scrooge's overworked employee; a timid man afraid to stand up to his boss's demanding ways. He has a poor but loving family.
_________________________________: The first ghost to visit Scrooge; the small, elderly figure represents _______________.
_________________________________: A giant clad in robes, this ghost has ______ brothers and a life span of one day. He represents _______________ and ________________.
_________________________________: This solemn, silent phantom represents ___________, but also the presents the possibility that the future is not determined, but open to the free will of humans.
_________: Scrooge's nephew; he embodies the joy and sharing of Christmas. He refuses to let Scrooge's "Bah! Humbug!" attitude bring him down, and is overjoyed when his uncle converts and attends his party.
______________: Cratchit's crippled son, he represents the ________________________ goodness of the Christmas spirit.
_______________: Scrooge's old partner; he appears to Scrooge as a ghost and warns him about the dangers of being obsessed with money.
________________: The young Scrooge's jolly, selfless boss.
_____________: Scrooge's former girlfriend/fiancé; she breaks up with him because of his greed.
_____________: Scrooge's younger sister.
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Literary Elements and Devices for This Unit
Characterization The process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization.
Direct Characterization tells the audience what the personality of the character is. Example: “The patient boy and quiet girl were both well-mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.” Indirect Characterization shows things that reveal the personality of a character. There are five different methods of indirect characterization: STEAL, speech, thoughts, effect on others, actions, looks
Setting The general locale, historical time, and social circumstances in which the action of a fictional or dramatic work occurs; the setting of an episode or scene within a work is the particular physical location in which it takes place.
Theme The message about life that comes out of a story. Theme can either be stated or unstated in a story.
Symbolism Something concrete that stands for something abstract. A symbol may be a person, place, thing, or action. It may stand for an idea, belief, feeling, or attitude. A symbol keeps its own meaning while also standing for something else.
Foreshadowing The use of clues early in a story to give hints about events that will happen later.
Dynamic Character Character changes, grows, or learns something by the end of the story.
Static Character Character experiences no major change in story.
Situational irony An outcome contrary to what was or might have been expected.
Flashback Insertion of an earlier event into the normal chronological sequences of a narrative.
Plot The order structure, or sequences, of causal events in a story ( exposition, inciting incident, rising action, climax, falling action, resolution, denouement)
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Drama as a Form of Literature
Drama is, simply put, literature meant to be performed by actors. Therefore, we will be reading the play version of Charles Dickens’s A Christmas Carol out loud in class together. This play version is titled A Christmas Carol: Scrooge and Marley, adapted by Israel Horovitz from Dickens’s classic novel.
Although a drama – or play – is meant to be performed, we can also read the script, or written form, and imagine the action. The script is comprised of two parts: dialogue and stage directions. Dialogue is the words spoken by the actors. Stage directions are usually printed in italics. They tell how actors should move, speak, and look. Stage directions also describe the setting, sound effects, and lighting of the play.
Furthermore, dramas are often divided into parts called acts. A Christmas Carol: Scrooge and Marley is divided into two acts. The acts are then divided into smaller parts called scenes. Our drama is divided into five scenes in Act I and five scenes in Act II.
Drama - literature meant to be performed by actors.
Script - the written form of any drama.
Dialogue – one of the two components of a script. Dialogue is the words spoken by the actors; the conversation among them.
Stage Directions - usually printed in italics. These are a playwright’s notes to actors, directors, and readers. They tell how actors should move, speak, and look. Stage directions also describe the setting, sound effects, and lighting of the play.
Act – dramas are often divided into parts called acts. These might be similar to sections of a novel, such as Part 1, Part 2, and so forth.
Scene – smaller parts within an act. Scenes are similar to chapters in a novel.
CONCEPTS TO REVIEW
As we read this drama, keep in mind some of the literary concepts we have already studied, for they can be applied to our understanding of the play.
Characterization – the art of creating and developing a character. Remember that none of the characters we are about to meet existed before Dickens created and then developed them through what methods? Yes! What the narrator tells us, the character’s actions, his/her speech, other characters’ reactions to him/her, or what they say about the character ALL reveal a character’s traits. Pay careful attention to the fully drawn characterization of Ebenezer Scrooge. Dickens was well-known for his ability to draw colorful, memorable characters, and some of the characters we meet in A Christmas Carol are no exception.
Theme – the author’s central purpose, message, or concern that s/he wishes to convey to the reader. A Christmas Carol contains three primary and compelling themes, which we will discuss shortly. Keep in mind that a theme is NEVER plot-specific. Therefore, if we agree that one theme of this timeless classic is the importance of kindness, we mustn’t state the theme in this way: Scrooge learns the importance of kindness. If a character is mentioned, we don’t have a theme!
Symbolism – A Christmas Carol is full of symbolism. If you recall, a symbol is generally, although not always, a physical representation of an abstract concept. Even a character can symbolize something else. For example, some critics believe that Tiny Tim symbolizes the selflessness of Christ. The ragged children Ignorance and Want symbolize something else altogether, which we will address when the Ghost of Christmas Present introduces them.
Figurative Language – watch for examples of similes, metaphors, personification, and hyperbole as we read the play. If you point them out to me before I mention them, you can earn yourself a bonus point or two!
Plot Mountain – no, it hasn’t gone away, and it never will! We can chart the plot structure in a drama just as we can a novel or a short story. Therefore, let’s look for the exposition, inciting incident, development, climax, resolution, and even a denouement. Don’t forget CONFLICT! Is it external or internal? Character vs. self or character vs. some external opposing force?
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Setting of “A Christmas Carol”
Setting Describe when and where the story takes place.
Time Period
Place/Surroundings
Historical Context
(What do you know
about the country at this
time?)
Time of Year
Why is the setting important in the play?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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“A Christmas Carol” – ACT I Vocabulary (Act I is on pages 645-660)
1. counting house – noun – office for keeping financial records and writing business letters
2. solemnized – verb – honored and remembered
3. comforter – noun – long, woolen scarf
4. Humbug – noun – Nonsense! Foolishness!
5. implore(d) – verb – ask or beg earnestly or sincerely
6. morose – adjective – gloomy, ill-tempered
7. Bedlam – noun – hospital in London for the mentally ill
8. liberality – noun – generosity
9. destitute – adjective – complete poverty
10. loony – adjective – extremely foolish or silly; crazy; insane
11. specter – noun – ghost
12. deliquesce – verb – melt away
13. gruel – noun – thin broth, almost like watered-down oatmeal
14. misanthrope – noun – person who hates or distrusts mankind
15. void – adjective, noun, verb – total emptiness
16. miserly – adjective – living meagerly in order to hoard money; greedy
17. horrid – adjective – dreadful; disagreeable; offensive
18. ponderous – adjective – very heavy; bulky
19. benevolence – noun – kindness
20. scrim – noun – semitransparent curtain used on stage for lighting effects
21. rapt – noun – giving complete attention; totally focused on something
22. apprentice – noun – someone who receives financial support, training and instruction in return for work
23. pound – noun – common type of money in England
24. dowerless – adjective – without the property or wealth that is brought to marriage by a woman to her husband
25. don –verb – to put on a hat
26. doff – verb – to take off a hat
27. askew – adjective – crooked; not straight
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Act I Characterization of Scrooge Directions: Find one solid example from the text of each of the following
methods of characterization for Scrooge in ACT I.
SCROOGE Method of Characterization
Example from the play Character Page #
Direct Characterization (Directly Stated by the narrator)
INDIRECT (Speech)
INDIRECT (Thoughts of the Character)
INDIRECT (Effects on Others; other character’s opinions)
1 2
INDIRECT (Actions)
INDIRECT (Looks)
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“A Christmas Carol” – ACT II Vocabulary (Act II is on pages 663-680)
1. astonish – verb – to amaze
2. Horn of Plenty – noun – a horn overflowing with fruits, flowers and grain, standing for wealth and abundance
3. mill (as in- to mill about the streets) – verb – to walk around aimlessly or randomly
4. incense – noun – any of various substances that produce a pleasant odor when burned
5. compulsion – noun – a driving, irresistible force; something you feel you have to do
6. severe – adjective – harsh; extremely bad or serious
7. meager – adjective – of poor quality; small in amount
8. threadbare – adjective – worn; shabby
9. lute – noun – a stringed instrument like a guitar
10. a proper loon – noun – a silly person
11. audible – adjective – loud enough to be heard
12. gnarled – adjective – knotty and twisted
13. calico –adjective – a coarse, cheap cloth
14. in Time’s penultimate nick (saying)– just at the last possible moment; in the nick of time
15. poulterer – noun – a British word for a store that sells chickens, turkeys and geese
16. dispel – verb – to scatter and rive away; make to vanish
17. farthing – noun – a British coin of small value
18. smoking bishop – noun – a hot, sweet orange-flavored drink made with wine, sugar and oranges
19. reveler – noun – someone who is enjoying a noisy party or celebration
20. wizened – adjective – withered; shriveled; dried up
21. undulate – verb – to move in a smooth, wave-like motion; waver back and forth
Horn of plenty farthing lute
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Act II Characterization of Scrooge
Directions: Find one solid example from the text of each of the following
methods of characterization for Scrooge in ACT II.
SCROOGE Method of Characterization
Example from the play Character Page #
Direct Characterization (Directly Stated by the narrator)
INDIRECT (Speech)
INDIRECT (Thoughts of the Character)
INDIRECT (Effects on Others; other character’s opinions)
INDIRECT (Actions)
INDIRECT (Looks)
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Symbolism throughout the play
Symbol Meaning (in your own words!)
Scrooge
Bob Cratchit
Fire (Bob warms himself, fireplace when Marley’s ghost comes, fire from Christmas Present)
Marley’s Chains
Ghost of Christmas Past
1. Light upon his head
2. Cap he holds
1.
2.
Ghost of Christmas Present (throne)
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Ghost of Christmas Future
Girl Want What do you know about Victorian England?
Boy Ignorance What do you know about Victorian England?
1. Scrooge’s coat of gray
2. Scrooge’s coat of a blazing Christmas holly red
3. What does the coat foreshadow?
1.
2. 3.
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THEME
Theme Evidence from the text to support your theme; include the page number from the text!
1.
2.
3.
Figurative Language Type of Figurative
Language Example from the text Why is it this type
of figurative language?
Act, Scene
and Pg. #
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Significant Events
Event What is the significance of each event? Belle, Scrooge’s fiancé,
breaking up with him
Scrooge’s childhood
The brothers of the Ghost
of Christmas Present
Old Joe, the woman and
the man taking things from
the deceased person
Scrooge realizing that he is
the deceased person that
Old Joe, the woman and
the man were taking things
from
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Character Development
Beginning
-Describe him as a character
End
-How did he change?
What type of character is he?
Static or Dynamic? Why?
Scrooge
He is a ________________
character because:
Describe him What is his purpose?
Marley
List important characteristics of each
Fred
Tiny
Tim
Bob
Cratchit
Mrs.
Cratchit
Belle
Fezziwig
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What is the central conflict in the play?
____________________________________________________________________________________________
____________________________________________________________________________________________
“A Christmas Carol” Plot Mountain
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Characterization Practice
Quote What type of
characterization? (Check only ONE)
Explanation (Why is it this type of characterization?)
“‘There was a boy singing a Christmas
carol at my door last night. I should like to
have given him something: that’s all.’”
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
Mr. Scrooge purchased the largest turkey
in the poulterer’s shop and had it
delivered to Cratchit.
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
“Nobody ever stopped him in the street to
say with gladsome looks, ‘My dear
Scrooge, how are you?’ No beggars
implored him to bestow a trifle, no man or
woman now, or ever in his life, inquire the
way to such and such a place.”
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
Scrooge raises Bob’s salary and assists his
struggling family.
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
“‘If they rather die, they had better do it
and decrease the surplus population.’”
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
“Oh, but he was a tight-fisted hand at the
grindstone….secret, self-contained, and
solitary as an oyster.”
Direct char.
Indirect char. – speech
Indirect char. – actions
Indirect char. – thoughts
Indirect char. – Appearance
Indirect char. – Effect on
others
