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Name:Stave

A Christmas Carol

In the exam you will be asked two questions:

The first question will be based upon an extract from the novella. The extract could be about a character, event, theme or setting. You will need to analyse the extract, identifying how Dickens has used linguistic and structural methods to present a character, event, theme or setting using the TEEEE structure (technique, example, explanation, exploration (inference and interpretation) and effect. Four TEEEE paragraphs would constitute a good response.

The second question will require you to demonstrate your understanding of the whole novella. The question could be about a character, setting or key theme. You will need to identify four points to make about this character, setting or theme and how the presentation of such is developed across the whole novella. You will need to use the TEEEE structure (topic sentence, example, explanation, exploration (inference and interpretation) and effect. Four TEEEE paragraphs would constitute a good response.

Learning goals

Part (a) – a close language and structural analysis of an extract of approximately 400 words in length (AO2)

AO2 – Language and structure RAG ratingB F S T

Learning I can make some comment on the language, form and structure.

Mastering I can show an understanding of a range of language, form and structure features and link them to their effect on the reader.

Extending

I can analyse language, form and structure features, sustaining their effect on the reader.

AO2 – Subject terminologyLearning I can show a limited use of relevant subject

terminology to support the examples given.Mastering I can use relevant subject terminology to

support the examples given.Extending

I can use relevant subject terminology that is integrated and precise.

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Stave

Part (b) – an essay question exploring the whole text with a focus on one or more of the following areas: plot, setting (s), character (s), theme (s) (AO1)

AO1 – Personal response RAG ratingB F S T

Learning I can say something about the text. I can respond to the text in a narrative with some personal response.

Mastering I can show a relevant personal response which is soundly related to the text.

Extending

I can respond to the text in a developed personal way which engages and fully relates to the text.I can show an assured personal response, showing a high level of engagement with the text.

AO1 – Critical responseLearning I can offer my opinion and some relevant

supporting reference.Mastering I can offer an appropriate critical style with

some reference to the text.Extending

I can sustain a critical style and make well-developed interpretations.I can develop a critical style with maturity, perceptive understanding and interpretation.

AO1 – Textual referenceLearning I can offer an idea about the content or the

theme of a text.Mastering I can respond to the text making a relevant

and focused point which draws upon textual references / quotations.

Extending

I can select well-chosen references to support a range of effective points.I can integrate discerning references when making assured points.

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Learning episode 6

I think I can

Learning goalsTo understand the relationship between Scrooge and Marley and make

inferences about Scrooge’s character after the death of Marley

My teacher thinks I can

Learning I can use some textual references when making a point about a text.I can make some comment on the form and structure of a text.

Mastering I can draw upon textual references / quotations to support relevant and focused points.I can show an understanding of a range of form and structure features and link them to their effect on the reader.

Extending I can select well-chosen references to support a range of effective points.I can analyse form and structural features and sustain an analysis on their effect on the reader.

Next steps:

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My response:

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Do it now taskRecap questions:

1. Who is the third and final ghost who comes to see Scrooge?

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2. How do people react to the death of Scrooge?

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3. How does Scrooge react to his own death?

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4. What do we learn about Tiny Tim?

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5. What does the word ‘redemption’ mean?

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6. How is Scrooge a changed man by the end of the novella?

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Do it now task (2)

1 ‘A Christmas Carol’ begins with a preface.2 A preface is an introduction to a book. The 3 preface for ‘A Christmas Carol’ reads ‘I have4 endeavoured in this Ghostly little book, to 5 raise the Ghost of an idea, which shall not6 put my readers out of humour with 7 themselves, with each other, with the8 season or with me. May it haunt their9 homes pleasantly, and no one wish to lay it.10 Their faithful Friend and Servant.’ The use 11 of ‘Ghostly’ and ‘Ghost’ immediately 12 suggests a tale linked to the supernatural. When Dickens writes the ‘Ghost13 of an idea’, he is referring to the fact that a ghost is physically insubstantial14 in that they are translucent or appear full bodied before disappearing. 15 When he talks about a ‘ghost of an idea’, he is saying that he wants to offer 16 his Readers a little idea which he hopes won’t put them out of humour. 17 However, this is ironic as although he says he is going to offer an idea, he 18 believes this idea should live on and not be laid to rest, which means he 19 wants his readers to think very carefully about it. In fact, the novella is 20 didactic, in that he wants to teach people through his book. In particular, he 21 wants to teach his wealthier readers about the treatment of the poor and the 22 consequences of their selfishness and greed. Having experienced poverty

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23 himself, Dickens was keen to make other people understand how difficult it 24 was to be poor he wanted them to consider what might happen if those with 25 money were just a little more charitable.

Key questions:1. After reading the preface, what effect do we believe Dickens hopes the story

will and will not have on his readers?

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2. Choose words from the word bank to describe the tone of this preface. Explain your choices: sinister, mysterious, playful, light-hearted, frightening, serious

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New knowledgeThe story is divided into five ‘staves’, or chapters. A stave is a musical symbol made up of five horizontal lines and four spaces, which each represent a different musical pitch. Dickens may have chosen to call his chapters ‘staves’ to reflect the title ‘A Christmas Carol’ with its connotations of songs and music.

Stave 1: Marley’s ghost It is London on Christmas Eve, 7 years since his late business partner Jacob

Marley died when we meet Ebenezer Scrooge, a wealthy miser. Scrooge works in his counting house with his ill-treated clerk, Bob Cratchit. His nephew, Fred, invites him to Christmas dinner but Scrooge refuses. Scrooge is then visited by two gentlemen who are collecting money from the

poor. Scrooge refuses to donate to the charity and tells the men to leave. He chases off a young carol singer. Scrooge grudgingly allows Bob to have Christmas Day off. When he returns home, spooky happenings occur.

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Key task: Let’s read the opening to Stave 1:

1 Marley was dead, to begin with. There is no doubt 2 whatever about that. The register of his burial was signed3 by the clergyman, the clerk, the undertaker, and the chief4 mourner. Scrooge signed it: and Scrooge’s name was 5 good upon ‘Change for anything he chose to put his hand6 to.’ Old Marley was as dead as a door-nail.

7 Mind! I don’t mean to say that I know, of my own 8 knowledge, what there is particularly dead about a door-9 nail. I might have been inclined, myself, to regard a coffin-

10 nail as the deadest piece of ironmongery in the trade. But11 the wisdom of our ancestors is in the simile; and my 12 unhallowed hands shall not disturb it, or the Country’s 13 done for. You will therefore permit me to repeat, 14 emphatically, that Marley was as dead as a door-nail.

15 Scrooge knew he was dead? Of course he did. How 16 could it be otherwise? Scrooge and he were partners17 for I don’t know how many years. Scrooge was his sole18 executor, his sole administrator, his sole assign, his sole19 residuary legatee, his sole friend, and sole mourner. And20 even Scrooge was not so dreadfully cut up by the sad 21 event, but that he was an excellent man of business on 22 the very day of the funeral, and solemnised it with an 23 undoubted bargain.

24 The mention of Marley’s funeral brings me back to the 25 point I started from. There is no doubt that Marley was 26 dead. This must be directly understood, or nothing 27 wonderful can come of the story I am going to relate. If28 we were not perfectly convinced that Hamlet’s Father died29 before the play began, there would be nothing remarkable30 in his taking a stroll at night, in an easterly wind, upon 31 his own ramparts, than there would be in any other 32 middle-aged gentleman rashly turning out after dark in a33 breezy spot – say Saint Paul’s Churchyard for instance -34 literally to astonish his son’s weak mind.

35 Scrooge never painted out Old Marley’s name. There it 36 stood, years afterwards, above the warehouse door: 37 Scrooge and Marley. The firm was known as Scrooge and 38 Marley. Sometimes people new to the business called 39 Scrooge Scrooge, and sometimes Marley, but he 40 answered to both names. It was all the same to him.

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Pen to paperThe first words of a novella are always really important. In the opening to ‘A Christmas Carol’ Dickens uses a range of structural methods to interest the reader and hook them into the story. Choose which level you would like to consider in exploring some of these methods.

1. What effect do you think the narrator’s perspective has on readers?

2. Where can you find examples of sarcasm or humour in these opening paragraphs?

1. What types of narration is it called when the narrator uses ‘I’?

2. Why do you think Dickens chose not have Scrooge as the narrator?

3. If a narrator is writing in hindsight (looking back on events) what could they choose to do to readers?

1. What part of the first sentence causes readers to become intrigued, suggesting to them that events in this story will be out of the ordinary?

2. The narrator uses some questions in the third paragraph. Why can using questions be a good thing for a narrator to do?

The level I have chosen: _______________________________________________

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Challenge: How does Dickens use structural methods to interest the reader into ‘A Christmas Carol’?

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Pen to paperAt the start of the story, Scrooge is presented in connection with Marley. Marley was Scrooge’s business partner but died. We learn about Scrooge through his relationship with Marley. Look at four of the things we learn below and for each one, find a quotation to support the statement.

i. That he signed the death certificate.

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ii. That he was the only person involved in Marley’s affairs.

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iii. That on the day of the funeral he was carrying out business.

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iv. That he left Marley’s name painted on the office door.

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v. That he acted as both partners after Marley’s death.

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ReflectionIn Stave One, Dickens refers to Shakespeare’s play Hamlet. Allusion is a ’brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. Here, Dickens is using allusion when he refers to Hamlet, a character and a story that would have been familiar to Victorian readers. In the story,

Hamlet’s father, the king of Denmark, dies before the play begins, but he appears to Hamlet as a ghost in Act 1 of the play.

The ghost reveals that he was killed by his brother, Hamlet’s uncle. Hamlet’s uncle now rules Denmark and is married to Hamlet’s mother. The ghost of Hamlet’s father is often shown appearing on the ramparts of his

castle. This dramatic revelation affects everything that follows in the play.

Why do you think the narrator makes such a detailed reference to Hamlet at the start of A Christmas Carol?

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What inferences can you make

about the character of Scrooge based upon the way he

acts after the death of Marley?

Learning episode 7

I think I can

Learning goalsTo analyse the methods used to present Scrooge at the start of the novella.

My teacher thinks I can

Learning I can make some comment on the language and structural techniques used to describe Scrooge using a limited amount of subject terminology.I can offer my opinion and some relevant supporting reference.

Mastering I can show an understanding of a range of language and structural techniques to describe Scrooge, using relevant subject terminology, and link them to their effect on the reader.I can offer an appropriate critical style with some reference to the text.

Extending I can analyse the language and structural techniques used to describe Scrooge, using integrated and precise subject terminology as well as sustaining an analysis on their effect on the reader.I can sustain a critical style and make well-developed interpretations.

Next steps:

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My response:

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Do it now taskRecap questions:

1. What is a preface?

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2. Why does Dickens include a preface to A Christmas Carol?

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3. How does Dickens attempt to hook the reader into A Christmas Carol straight away?

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4. From what narrative perspective is the novella written? Why is it written from this perspective?

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5. How does Dickens navigate between a serious tone and a more light-hearted tone?

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6. What can we infer about Scrooge as a result of his behaviour when Marley dies?

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7. Explain the allusion to Hamlet.

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1. What do the following words mean?

unhallowed: _________________________________________________________

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emphatically: ________________________________________________________

residuary: __________________________________________________________

ramparts: ___________________________________________________________

Do it now task! (1)Look at the list of words below. All of these words have been used to describe Scrooge.

1. Decide whether this character is a likeable character or not and find evidence in the language to support your claim.

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2. Using only the words above, create three sentences of your own to describe this character.

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New knowledgeLet’s continue our reading of Stave 1. In this extract we are going to learn more about the character of Scrooge.

1 Oh! But he was a tight-fisted hand at the grindstone, 2 Scrooge! A squeezing, wrenching, grasping, scraping, 3 clutching, covetous, old sinner! Hard and sharp as flint,4 from which no steel had ever struck out generous fire; 5 secret, and self-contained, and solitary as an oyster. The 6 cold within him froze but his old features, nipped his 7 pointed nose, shrivelled his cheek, stiffened his gait, made8 his eyes red, his think lips blue; and spoke out shrewdly9 in his grating voice. A frosty rime was on his head, and on

10 his eyebrows, and his wiry chin. He carried his own low 11 temperature always about with him; he iced his office12 in the dog-days; and didn’t thaw it one degree at Christmas.

13 External heat and cold had little influence on Scrooge. No14 warmth could warm, no wintry weather chill him. No 15 wind that blew was bitterer than he, no falling snow was16 more intent upon its purpose, no pelting rain less open17 to entreaty. Foul weather didn’t know where to have him.18 the heaviest rain, and snow, and hail, and sleet, could 19 boast of the advantage over him in only one respect.20 They often “came down” handsomely, and Scrooge never21 did.

22 Nobody ever stopped him in the street to say, with23 gladsome looks, “My dear Scrooge, how are you? When24 will you come to see me?” No beggars implored him to 25 bestow a trifle, no children asked him what it was o’clock,26 no man or woman ever once in all his life inquired the way27 to such and such a place, of Scrooge. Even the blind28 men’s dogs appeared to know him; and when they saw 29 him coming on, would tug their owners into doorways and 30 up courts; and then would wag their tails as though they 31 said, “No eye at all is better than an evil eye, dark master!”

32 But what did Scrooge care! It was the very thing he liked.33 To edge his way along the crowded paths of life, warning all34 human sympathy to keep its distance, was what the 35 knowing ones call “nuts” to Scrooge.

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New knowledgeThe methods Dickens uses to present Scrooge in this extract.

In part (a) of the A Christmas Carol examination, you will be asked to write about how Dickens has used language, structure and form to present a character, a theme or a moment. In today’s learning episode, we are going to explore the methods (both linguistic and structural) that Dickens has employed to present the character of Scrooge.

Pen to paperIn order to analyse the methods used, we need to be clear on what the methods are. Mix and match the methods below, matching the correct term and definition together.

Linguistic/literary techniques1. Noun2. Verb3. Adjective 4. Comparative adjective5. AdverbStructural techniques6. Imperative sentence7. Interrogative sentence8. Declarative sentence9. Exclamatory sentence10. Direct speech11.Repetition

1 2 3 4 5 6 7 8 9 10

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New knowledgeIn order to be successful in our written responses we need to develop what we say about the methods used. We need to

Identify the technique used Use subject terminology Offer an explanation of key word (if language focused) Offer interpretations – multiple where possible Consider the effect on the reader – what would a reader think? What would a

reader feel?

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Part A

a. A sentence in the form of a statement.b. The reporting of speech by repeating the actual

words of a speaker.c. A word that describes the noun.d. A sentence that asks a question – that is we use

it when we interrogate someone for information.e. A word that is used to compare the differences

between the objects they are modifying.f. A sentence that makes a command or a request.g. Saying the same thing more than once for

emphasis.h. A word used to describe an action, state or

occurrence.i. A sentence that is a more forceful statement to

convey extreme emotion. It uses an exclamation mark to demarcate it.

j. A word used to identify any of a class or people, places or things.

k. A word that describes the verb.

Look at my example on the next page, analysing the quotation ‘But he was a tight-fisted hand at the grindstone.’

Pen to paperNow it’s your turn! Write your quote in the centre of your snowball. Again, explain what the specific WORD, or phrase or image reveals about Scrooge. Once you are done, go and stick your snowball up on the Scrooge snow storm!

1. A squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner!2. …secret, and self-contained…3. The cold within him froze but his old features…4. Nipped his pointed nose, shrivelled his cheek, stiffened his gait, made his eyes

red, his thin lips blue5. …and spoke out shrewdly in his grating voice.6. A frosty rime was on his head, and on his eyebrows, and his wiry chin.

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…But he was a tight-fisted hand

at the grindstone’

Explanation: Tight-fisted means not willing to spend or give

much money

Explanation: Grindstone is a large round stone that turns like a wheel and is used for sharpening

knife tools Subject terminology

Tight-fisted are adjectives and grindstone is a noun

Inference Scrooge doesn’t part with

his money easily.

Inference: Scrooge’s hand is tight in a fist shape – perhaps also showing he is stubborn and won’t easily

change his waysInference:Grindstone leads me to think

Scrooge is curt and cold, especially when it comes to

matters of money

Readers would think..Scrooge is mean, selfish,

ColdUpgraded – avaricious, miserly, parsimonious,

aloof

Readers would feelSad for Scrooge as well as

taking a dislike to him. They might feel cautious in approaching his character

7. He carried his own low temperature always about with him; he iced his office in the dog-days; and didn’t thaw it one degree at Christmas.

8. No warmth could warm, no wintry weather chill him.9. No wind that blew was bitterer than he, no falling snow was more intent upon

its purpose, no pelting rain less open to entreaty.10. Nobody ever stopped him in the street to say, with gladsome looks, “My

dear Scrooge, how are you? When will you come to see me?”11. No beggars implored him to bestow a trifle, no children asked him what it

was o’clock, no man or woman ever once in all his life inquired the way to such and such a place, of scrooge.

12. Even the blind men’s dogs appeared to know him; and when they saw him coming on, would tug their owners into doorways and up courts…

13. But what did Scrooge care!

ReflectionWhich of Dickens’ descriptions of Scrooge do you think is the most effective in presenting Scrooge and why?___________________________________________________________________

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Learning episode 8

I think I can

Learning goalsTo analyse the use of similes to present Scrooge at the start of the novella.

My teacher thinks I can

Learning I can make some comment on the language techniques used to describe Scrooge using a limited amount of subject terminology.

Mastering I can show an understanding of a range of language techniques to describe Scrooge, using relevant subject terminology, and link them to their effect on the reader.

Extending I can analyse the language techniques used to describe Scrooge, using integrated and precise subject terminology as well as sustaining an analysis on their effect on the reader.

Next steps:

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My response:

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Do it now task!Recap questions:

1. What impression do we form of Scrooge in the opening to the novella?

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2. What is a noun?

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3. What is a verb?

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4. What is an adjective?

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5. What is an adverb?

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6. What is an imperative sentence?

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7. What is an interrogative sentence?

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8. What is a declarative sentence?

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9. What is an exclamatory sentence?

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10. What is direct speech?

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11. What is repetition?

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12. What do the following words mean?

covetous: ___________________________________________________________

gait: _______________________________________________________________

shrewdly: ___________________________________________________________

entreaty: ___________________________________________________________

implored: ___________________________________________________________

bestow: ____________________________________________________________

New knowledgeLast lesson we were exploring the linguistic and structural techniques writers can employ to present characters, settings and events. In this learning episode, we are going to focus in one more literary technique writers can use: the simile.

A simile is a figure of speech in which two unlike things are explicitly compared. The words ‘like’ or ‘as’ are used in similes to introduce the comparison. For example:

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Grandpa lounged on the raft in the middle of the pool like an old battleship. The truth was like a bad taste on his tongue. Alan’s jokes were like flat soda to the children.

Pen to paperIn the extract we read last lesson, two similes were used to describe Scrooge. Look at the first simile – what is Scrooge being compared to?

1. As solitary as an oyster

Scrooge is being compared to __________________________________________

Now let’s consider, why the comparison is being made. Look at the two pictures below and consider the similarities between the two. HINT: Think about the word ‘solitary’ and think about the word ‘oyster’.

New knowledgeWhen writing about a particular method we always employ a TEEEE structure: Technique / Example / Explanation / Exploration and Effect. You are now going to read three examples of analytical paragraphs of writing about the simile ‘as solitary as an oyster.’

Example One1 Scrooge is presented as an unsociable, mean, money-grabbing character.2 On the surface the quote ‘solitary as an oyster’ means that he lives an3 isolated life. Yet on a deeper level, we can infer that he has a hard outer 4 shell and it’s hard to get to know him. Dickens employs the word ‘oyster’5 to imply that deep inside Scrooge has value like the pearl inside an oyster.6 Perhaps Dickens is hinting at the change which happens at the end when7 the goodness in Scrooge finally comes out.

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Part A

Has the writer completed all the parts of the paragraph?

Technique (using subject terminology)

Exploration (inference and interpretation)

Example EffectExplanation

What has the writer done well?

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What is missing from this paragraph of writing?

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Now look at example paragraph 2:

Example Two1 Scrooge is presented as a ‘covetous’, ‘tight-fisted’ and isolated character.2 On the surface, the simile ‘solitary as an oyster’ suggests that he leads an3 Isolated life and closes himself off to others. Yet on a deeper level, we can4 Infer that his hard outer shell is something he has built to protect himself5 From others. Dickens employs the word ‘oyster’ to imply that deep inside6 Scrooge there is a pearl – something valuable which he is holding on to and 7 Protecting. Perhaps Dickens is foreshadowing the end of the story, when8 The goodness in Scrooge finally comes out and he reveals his value to the9 World.

Has the writer completed all the parts of the paragraph?

Technique (using subject

Exploration (inference and

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terminology) interpretation)Example EffectExplanation

What has the writer done well?

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What is missing from this paragraph of writing?

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Why is example paragraph 2 better than example paragraph 3?

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Finally, let’s look at example paragraph 3:

Example Three1 Scrooge is presented as a ‘covetous’, ‘tight-fisted’ and isolated character. 2 On the surface, the simile ‘solitary as an oyster’ suggests that he leads an 3 isolated life and closes himself off to others. Yet on a deeper level, we can4 infer that his hard outer shell is something he has built to protect himself and5 his money from others – becoming ‘solitary’ and putting up barriers on 6 purpose. Dickens employs the word ‘oyster’ to imply that deep inside 7 Scrooge there is a pearl – something valuable which he is holding on to and 8 protecting in the way that an oyster buries its value deep inside where 9 nobody can get it. Perhaps Dickens is foreshadowing the end of the story,

10 when Scrooge finally gives up what he’s been holding onto, opening himself11 up to the world and letting them in, as well as sharing the wealth he’s been12 hoarding for so long.

Has the writer completed all the parts of the paragraph?

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Technique (using subject terminology)

Exploration (inference and interpretation)

Example EffectExplanation

What has the writer done well?

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What is missing from this paragraph of writing?

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Why is this example paragraph the best of all three?

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Pen to paperNow it is your turn! In the space below consider the simile ‘hard and sharp as flint’ and why this comparison is being made to Scrooge. Then turn to your formative assessment book. Write the following question into your book: How has Dickens used a simile to present Scrooge in Stave One of ‘A Christmas Carol’? Use the TEEEE structure in the grid below to help you construct a response and the example paragraphs you have analysed as well.

1. Make notes on the simile used ‘hard and sharp as flint.’ Why has this comparison been made? What does it suggest about Scrooge?

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2. Use the TEEEE structure to help you construct a response in your formative assessment book.

Technique What technique has been used by Dickens to present Scrooge?

Example What phrase or sentence contains this technique?Explanation What does the phrase or sentence initially tell you?

(On the surface level)Exploration (inference and interpretation)

What can you infer about Scrooge and why? What different interpretations can you make about Scrooge as a result of the description?

Effect What would a reader think of Scrooge? What would a reader feel about / towards Scrooge?

Challenge: refer to surface level and deeper level and use tentative language such as ‘perhaps’ when talking about your interpretations.

Challenge: If you manage to complete a paragraph on the simile, refer back to your notes from last lesson and construct a TEEEE paragraph on one of the other methods Dickens has used to present Scrooge.

ReflectionAsk someone to read through your paragraph and identify where you have used the TEEEE structure. Ensure they use the questions above to help them respond to your work – can they suggest an improvement for you to make?

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Learning episode 9

I think I can

Learning goalsTo compare and contrast different perspectives on Christmas and consider

how this affects our reading of Scrooge.

My teacher thinks I can

Learning I can say something about the text and respond with some personal response.I can make some comment on the language, form and structure.

Mastering I can show a relevant personal response which is soundly related to the text.I can show an understanding of a range of language, form and structure features and link them to their effect on the reader.

Extending I can show an assured personal response which shows a high level of engagement with the text.I can analyse language, form and structure features, sustaining their effect on the reader.

Next steps:

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My response:

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Do it now taskRecap questions:

1. What is a simile?

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2. What does TEEEE stand for?

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Do it now task (1)In this learning episode, we are going to explore Scrooge’s feelings about Christmas. Before we do this, what are your own experiences of Christmas? What does Christmas mean to you? Can you remember a particularly special Christmas and explain what made it special to you?

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Challenge: the following quotations are taken from Stave One. How far do they reflect your own experiences of Christmas?

a. Greetings: ‘A Merry Chrismas, uncle! God save you!’b. Cost: ‘What’s Christmastime to you but a time for paying bills without money?”c. Charity: ‘I have always thought of Christmastime (…) as a good time; a kind,

forgiving, charitable, pleasant time.’d. Food: ‘Come! Dine with us tomorrow.’e. Shopping: The brightness of the shops where holly sprigs and berries crackled

in the lamp heat of the windows…f. Carols: ‘God bless you, merry gentleman, / May nothing you dismay!’

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New knowledgeLet’s continue to read Stave One. In this extract, Scrooge’s nephew, Fred, visits Scrooge to wish him a merry Christmas.

1 The door of Scrooge’s counting-house was open that he 2 might keep his eye upon his clerk, who in a dismal little3 cell beyond, a sort of tank, was copying letters. Scrooge4 had a very small fire, but the clerk’s fire was so very much5 smaller that it looked like one coal. But he couldn’t 6 replenish it, for Scrooge kept the coal-box in his own room;7 and so surely as the clerk came in with the shovel, the 8 master predicted that it would be necessary for them to 9 part. Wherefore the clerk put on his white comforter, and

10 tried to warm himself at the candle; in which effort, not 11 being a man of a strong imagination, he failed.

12 “A merry Christmas, uncle! God save you!” cried a 13 cheerful voice. It was the voice of Scrooge’s nephew, 14 who came upon him so quickly that this was the first 15 intimation he had of his approach.

16 “Bah!” said Scrooge, “Humbug!”

17 He had so heated himself with rapid walking in the fog and 18 frost, this nephew of Scrooge’s, that he was all in a glow; 19 his face was ruddy and handsome; his eyes sparkled, 20 and his breath smoked again.

21 “Christmas a humbug, uncle!” said Scrooge’s nephew. 22 “You don’t mean that, I am sure?”

23 “I do,” said Scrooge. “Merry Christmas! What right have 24 you to be dismal? What reason have you to be morose?25 You’re rich enough.”

26 Scrooge having no better answer ready on the spur of the27 moment, said, “Bah!” again; and followed it up with 28 “Humbug.”

29 “Don’t be cross, uncle!” said the nephew.

30 “What else can I be,” returned the uncle, “when I live in

27

31 such a world of fools as tis? Merry Christmas! Out upon32 Merry Christmas! What’s Christmas time to you but a time33 for paying bills without money; a time for finding yourself 34 a year older, but not an hour richer; a time for balancing35 your books and having every item in ‘em through a round36 dozen of months presented dead against you? If I could 37 work my will,” said Scrooge indignantly, “every idiot who38 goes about with “Merry Christmas” on his lips, should be 39 boiled with his own pudding, and buried with a stake of 40 holly through his heart. He should!”

41 “Uncle!” pleaded the nephew.

42 “Nephew!” returned the uncle sternly, “keep Christmas in43 your own way, and let me keep it in mine.”

44 “Keep it!” repeated Scrooge’s nephew. “But you don’t 45 keep it.”

46 “Let me leave it alone, then,” said Scrooge. “Much good it47 may do you! Much good it has ever done you!”

48 “There are many things from which I might have derived49 good, by which I have not profited, I dare say,” returned 50 the nephew. “Christmas among the rest. But I am sure 51 I have always thought of Christmas time, when it has come52 round – apart from the veneration due to its sacred name53 and origin, if anything belonging to it can be apart from that 54 - As a good time; a kind, forgiving, charitable, pleasant55 time; the only time I know of, in the long calendar of the 56 year, when men and women seem by one consent to 57 open their shut-up hearts freely, and to think of people58 below them as if they really were fellow-passengers to59 the grave, and not another race of creatures bound on60 other journeys. And therefore, uncle, though it has never61 put a scrap of gold or silver in my pocket, I believe that62 it has done me good, and will do me good; and I say “God63 Bless it!”

64 The clerk in the Tank involuntarily applauded. Becoming65 immediately sensible of the impropriety, he poked the fire,66 and extinguished the last frail spark for ever.

67 “Let me hear another sound from you,” said Scrooge, “and 68 you’ll keep your Christmas by losing your situation! You’re69 quite a powerful speaker, sir,” he added, turning to his

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70 nephew. “I wonder you don’t go into Parliament.”

71 “Don’t be angry, uncle. Come! Dine with us to-morrow.”

72 Scrooge said that he would see him – yes, indeed he did.73 He went the whole length of the expression, and said that 74 he would see him in that extremity first.

75 “But why?” cried Scrooge’s nephew. “Why?”

76 “Why did you get married?” said Scrooge.

77 “Because I fell in love.”

78 “Because you fell in love!” growled Scrooge, as if that 79 were the only one thing in the world more ridiculous than a80 Merry Christmas. “Good afternoon!”

81 “Nay, uncle, but you never came to see me before that 82 happened. Why give it as a reason for not coming now?”

83 “Good afternoon,” said Scrooge.

84 “I am sorry, with all my heart, to find you so resolute. We 85 have never had any quarrel, to which I have been a party. 86 But I have made the trial in homage to Christmas, and I’ll87 keep my Christmas humour to the last. So A Merry 88 Christmas, uncle!”

89 “Good afternoon!” said Scrooge.

90 “And a Happy New Year!”

91 “Good afternoon!” said Scrooge.

92 His nephew left the room without an angry word, 93 notwithstanding. He stopped at the outer door to bestow94 the greetings of the season on the clerk, who, cold as 95 he was, was warmer than Scrooge; for he returned them96 cordially.

97 “There’s another fellow,” muttered Scrooge; who overheard98 him: “my clerk, with fifteen shillings a week, and a wife and99 family, talking about a merry Christmas. I’ll retire to

100 bedlam.”

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Pen to paperLook at the quotations on the following page– some of which are taken from this extract and some from the next moment in stave one. What can we infer about the characters’ attitudes towards Christmas from each quotation? Are the quotations showing characters who are in favour of Christmas or against Christmas?

Quotation about Christmas Inference about Christmas In favour of

ChristmasAgainst

Christmas‘…the only time I know of, in the long calendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of people below them as if they really were fellow passengers to the grave, and not another race of creatures bound on other journeys.’‘I have always thought of Christmas time, when it has come round...as a good time; a kind, forgiving, charitable, pleasant time.’‘I don’t make merry myself at Christmas, and I can’t afford to make idle people merry. I help to support the establishments I have mentioned; they cost enough: and those who are badly off must go there.’‘And therefore, uncle, though it has never put a scrap of gold or silver in my pocket, I believe that it has done me good, and will do me good; and I say, God bless it!’‘What’s Christmas time to you but a time for paying bills without money; a time for finding yourself a year older, and not an hour richer?’‘At this festive season of the year it is more than usually desirable that we should make some slight provision for the poor and destitute, who suffer

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Part BTracing a theme -

Christmas

greatly at the present time. Many thousands are in want of common necessaries; hundreds of thousands are in want of common comforts, sir.’

Key question: which statements were made by Scrooge? What can we infer as a result about Scrooge’s attitude towards Christmas?

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Pen to paperLook at the two quotations below: one spoken by Fred and one spoken by Scrooge. These characters have diametrically opposed views on Christmas. For each quotation, a method has been used to help convey their opinion.

Key questions: how has Dickens use of the interrogative helped to convey Scrooge’s viewpoint on Christmas? How has Dickens use of adjectives helped to convey Fred’s viewpoint on Christmas?

Use the structure strip below to help you construct a response:What is Scrooge’s viewpoint on Christmas?

Scrooge…

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‘I have always thought of Christmas time, when it has come round...as a good time; a kind, forgiving, charitable, pleasant time.’

‘What’s Christmas time to you but a time for paying bills without money; a time for finding yourself a year older, and not an hour richer?’

What example from the text showcases Scrooge’s viewpoint?

This is evident in…

Can you explain what this example reveals to the reader about this moment?

Which reveals

What can we infer from this example about Scrooge’s viewpoint on Christmas? Why might he feel this way?

We can infer…

What effect does this have on the reader?

A reader would think…

A reader would feel…

Contrastive connectiveWhat is Fred’s viewpoint on Christmas?

Fred…

What example from the text showcases Fred’s viewpoint?

This is evident in…

Can you explain what this example reveals to the reader about this moment?

Which reveals

What can we infer from this example about Fred’s viewpoint on Christmas? Why might he feel this way? How does his view differ and why?

The use of…

What effect does this have on the reader?

A reader would think…

A reader would feel…

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ReflectionWhose viewpoint do you agree with most: Scrooge or Fred? Why?

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Learning episode 10

I think I can

Learning goalsTo explore Scrooge’s attitude towards the poor and consider how Dickens

crafts Scrooge in a way that helps him convey his feelings about the treatment of the poor

My teacher thinks I can

Learning I can say something about the text and respond with some personal response.I can make some comment on the language, form and structure.

Mastering I can show a relevant personal response which is soundly related to the text.I can show an understanding of a range of language, form and structure features and link them to their effect on the reader.

Extending I can show an assured personal response which shows a high level of engagement with the text.I can analyse language, form and structure features, sustaining their effect on the reader.

Next steps:

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My response:

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Do it now task33

Recap questions:

1. Why does Fred come to see Scrooge?

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2. What is Fred’s viewpoint on Christmas?

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3. What is Scrooge’s viewpoint on Christmas?

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4. What do the following words mean?

replenish: __________________________________________________________

morose: ____________________________________________________________

veneration: _________________________________________________________

impropriety: _________________________________________________________

homage: ___________________________________________________________

New knowledgeCharity (noun)

1. A system of giving money, food, or help free to those who are in need because they are ill, poor, or have no home, or any organisation that has the purpose of providing money or helping in this way.

2. The quality of being kind to people and not judging them in a severe way.

Let’s learn about Thomas Malthus.

1 In his book ‘An Essay on the Principle of 2 Population, the Reverend Thomas Robert Malthus 3 (13 February 1766 – 23 December 1834) observed 4 that an increase in a nation’s food production 5 improved the well-being of the nation’s people, but 6 the improvement was temporary because it led to 7 population growth, which in turn restored the.

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8 original per capita production level.

9 In other words, when mankind is doing well and 10 producing lots of food and goods it does not use 11 them to improve their own quality of life. Instead,

12 they use that abundance of goods to have more children and increase13 the population. This meant there was no longer an abundance, but there14 was often a shortage instead.1516 In the past, populations grew until the lower classes suffered hardship17 and want. At this point, they became vulnerable to famine and disease18 - And often died.

19 Malthus thought we would never have a truly perfect (or utopian) society,20 because every time we came close to providing a great standard of life for21 everyone, the population grew and the process had to start again.

22 This idea became known as the Malthusian controversy and it was influential23 across economic, political, social and scientific thought. For our purposes, 24 it’s important to see the influence it had on Charles Dickens.

Pen to paper

Key question: how does the cartoon above illustrate Malthus’ ideas about population?___________________________________________________________________

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New knowledgeLet’s read the next part of Stave One in which two men arrive to speak with Scrooge about donating to the poor.

1 This lunatic, in letting Scrooge’s nephew out, had let two2 other people in. They were portly gentlemen, pleasant to 3 behold, and now stood, with their hats off, in Scrooge’s 4 office. They had books and papers in their hands, and 5 bowed to him.

6 “Scrooge and Marley’s, I believe,” said one of the 7 gentlemen, referring to his list. “Have I the pleasure of 8 addressing Mr. Scrooge or Mr. Marley?”

9 “Mr. Marley has been dead these seven years,” Scrooge 10 replied. “He died seven years ago, this very night.”

11 “We have no doubt his liberality is well represented by his12 surviving partner,” said the gentleman, presenting his 13 credentials.

14 It certainly was; for they had been two kindred spirits. At15 the ominous word “liberality,” Scrooge frowned, and shook16 his head, and handed the credentials back.

17 “At this festive season of the year, Mr. Scrooge,” said the 18 gentleman, taking up a pen, “it is more than usually 19 desirable that we should make some slight provision for the20 poor and the destitute, who suffer greatly at the present21 time... Many thousands in want of common necessaries;22 hundreds of thousands are in want of common comforts, 23 Sir.”

24 “Are there no prisons?” asked Scrooge.

25 “Plenty of prisons,” said the gentleman, laying down the 26 pen again.

27 “And the Union workhouses?” demanded Scrooge. “Are 28 they still in operation?”

29 “They are. Still,” returned the gentleman, “I wish I could 30 say they were not.”

31 “The Treadmill and the Poor Law are in full vigour, then?”32 said Scrooge.

36

33 “Both very busy, sir.”

34 “Oh! I was afraid, from what you said at first, that 35 something had occurred to stop them in their useful 36 course,” said Scrooge. “I’m very glad to hear it.”

37 “Under the impression that they scarcely furnish Christian38 cheer of mind or body to the multitude,” returned the 39 gentleman, “a few of us are endeavouring to raise a fund40 to buy the Poor some meat and drink, and means of41 warmth. We choose this time, because it is a time, of42 all others, when Want is keenly felt, and Abundance 43 rejoices. What shall I put you down for?”

44 “Nothing!” Scrooge replied.

45 “You wish to be anonymous?”

46 “I wish to be left alone,” said Scrooge. “Since you ask me 47 what I wish, gentleman, that is my answer. I don’t make48 merry myself at Christmas and I can’t afford to make idle49 people merry. I help to support the establishments I 50 have mentioned – they cost enough; and those who are 51 badly off must go there.”

52 “Many can’t go there, and many would rather die.”

53 “If they would rather die,” said Scrooge, “they had better54 do it, and decrease the surplus population. Besides - 55 excuse me – I don’t know that.”

56 “But you might know it,” observed the gentleman.

57 “It’s not my business,” Scrooge returned. “It’s enough for58 a man to understand his own business, and not to 59 interfere with other people’s. Mine occupies me 60 constantly. Good afternoon, gentlemen!”

61 Seeing clearly that it would be useless to pursue their point,62 the gentlemen withdrew. Scrooge resumed his labours63 with an improved opinion of himself, and in a more 64 facetious temper than was usual with him.

Pen to paper37

Immediately, Dickens presents a contrast between the men who visit Scrooge and Scrooge himself through the language he uses to describe how they interact with each other. Look at the key phrases from the characters’ initial greeting.

Key questions: how are the two gentlemen presented to us and what is Scrooge’s reaction to them?

Challenge: consider what the two sets of characters might be thinking and feeling. Write their thoughts in the thought bubbles.

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New knowledgeBefore we consider Scrooge’s response to the men, we need to be clear on some of the references Scrooge makes.

1 In 1834, the New Poor Law was introduced. The amendment to the 38

23

original law. Heavily influence by Malthus, the GCSE bitesize website says the New Poor Law was ‘designed to reduce the cost of looking

4 after the poor as it stopped money going to poor people except in 5 exceptional circumstances. Now if people wanted help they had to go6 into a workhouse to get it. The poor were given clothes and food in7 the workhouse in exchange for several hours of manual labour each8 day. Families were split up inside the workhouse. People had to 9 wear a type of uniform, follow strict rules and were on a bad diet of

10 bread and watery soup. Conditions were made so terrible that only11 those people who desperately needed help would go there.

12 Many people supported the New Poor Law, including landowners13 such as Sir Robert Peel and the Duke of Wellington. However, 14 people like Robert Oastler and Dickens were fiercely opposed to 15 them. Dickens, himself, was sent to work in a blacking factory 16 when he was a child as a result of his dad being sent to prison for 17 being in debt. Oastler wrote pamphlets and letters to newspapers18 describing the Poor Law Amendment Act as cruel and unchristian.19 Even in Andover, it was reported that people living in the workhouse20 were starving to death and were trying to eat the bones that they 21 were crushing as their work. In the extract, Scrooge asks if the 22 workhouses are still running for the poor which illustrates the23 callous attitude the rich had towards the poor during this time.

Pen to paperNow we have some deeper contextual knowledge, let’s consider how Scrooge responds when the two men arrive to ask him to support the poor during the festive seasons. Consider what the men say and how he responds and what his responses, therefore, reveal about his character.

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What the gentlemen say

What Scrooge says

What this reveals about the character Challenge: What I would say if I were there

We should make some slight provision for the poor and destitute.

Are there no prisons?

Hundreds of thousands are in want of common comforts.

Are (the Union workhouses) still in operation?

This time…is a time, of all others when Want is keenly felt.

The treadmill and the Poor Law are in full vigour?

What shall I put you down for?

Nothing! I wish to be left alone.

Many would rather die (than go to workhouses and prisons)

They had better do it…and decrease the surplus population.

Seeing that it would be useless to pursue their point, the gentlemen withdrew.

It’s not my business.

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ReflectionConsider the following extract:

"Many can't go there; and many would rather die.''

"If they would rather die,'' said Scrooge, "they had better do it, and decrease the surplus population."

Based upon our learning today complete the following:

1. Scrooge thinks similarly to Malthus.Can you explain how, using the quote above?

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2. Dickens was extremely critical of Malthus.Can you explain how?

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Learning episode 11:

I think I can

Learning goalsTo consider the way in which Scrooge interacts with other characters at the start of the novella and explore what we can deduce about his character as

a result.

My teacher thinks I can

Learning I can say something about the text and respond with some personal response.

Mastering I can show a relevant personal response which is soundly related to the text.

Extending I can show an assured personal response which shows a high level of engagement with the text.

Next steps:

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My response:

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Do it now taskRecap questions:

1. Who was Thomas Malthus?

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2. What is the Malthusian controversy?

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3. When was the New Poor Law introduced?

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4. What was the New Poor Law?

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5. Why do the two men come to visit Scrooge?

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6. How does Scrooge react when they ask for a donation?

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7. How does Dickens use Scrooge to share his views on the New Poor Law?

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8. What do the following words mean?

abundance: _________________________________________________________

utopian: ____________________________________________________________

portly: _____________________________________________________________

liberality: ___________________________________________________________

ominous: ___________________________________________________________

destitute: ___________________________________________________________

endeavouring: _______________________________________________________

facetious: __________________________________________________________

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New knowledgeRead the next part of Stave One where scenes of Christmas are shared with the reader.

1 Meanwhile the fog and the darkness thickened so, that 2 people ran about with flaring links, proffering their services3 to go before horses in carriages, and conduct them on 4 their way. The ancient tower of a church, whose gruff5 old bell was always peeping slyly down at Scrooge out of a 6 gothic window in the wall, became invisible, and struck 7 the hours and quarters in the clouds, with tremulous 8 vibrations afterwards as if its teeth were chattering in its9 frozen head up there. The cold became intense. In the

10 main street, at the corner of the court, some labourers 11 were repairing the gas-pipes, and had lighted a great12 fire in a brazier, round which a party of ragged men and 13 boys were gathered: warming their hands and winking their14 eyes before the blaze in rapture. The water-plug being 15 left in solitude, its overflowings sullenly congealed, and16 turned to misanthropic ice. The brightness of the shops17 where holly sprigs and berries crackled in the lamp heat of 18 the windows, made pale faces ruddy as they passed. 19 Poulterers’ and grocers’ trades became a splendid joke:20 a glorious pageant, with which it was next to impossible to 21 believe that such dull principles as bargain and sale had 22 anything to do. The Lord Mayor, in the stronghold of the 23 mighty Mansion House, gave orders to his fifty cooks and24 butlers to keep Christmas as a Lord Mayor’s household 25 should; and even the little tailor, whom he had fined five26 shillings on the previous Monday for being drunk and 27 bloodthirsty in the streets, stirred up to-morrow’s pudding28 in his garret, while his lean wife and the baby sallied out 29 to buy the beef.

Pen to paperAnswer the following key questions on the extract above:

1. What signs of Christmas are evident?

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2. What can you deduce about the poor and the rich in this scene? What might Dickens be suggesting?

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New knowledgeIn this section of Stave One, Scrooge is getting ready to shut his business for Christmas, much to his reluctance.

1 Foggier yet, and colder. Piercing, searching, biting cold. 2 If the good Saint Dunstan had but nipped the Evil Spirit’s 3 nose with a touch of such weather as that, instead of 4 using his familiar weapons, then indeed he would have 5 roared to lusty purpose. The owner of one scant young6 nose, gnawed and mumbled by the hungry cold as bones7 are gnawed by dogs, stooping down at Scrooge’s keyhole8 to regale him with a Christmas carol: but at the first sound 9 Of

10 “God bless you, merry gentleman!

11 May nothing you dismay!”

12 Scrooge seized the ruler with such energy of action, that 13 the singer fled in terror, leaving the keyhole to the fog14 and even more congenial frost.

15 At length the hour of shutting up the counting-house16 arrived. With an ill-will Scrooge dismounted from his 17 stool, and tacitly admitted the fact to the expectant clerk18 in the Tank, who instantly snuffed his candle out, and put19 on his hat.

20 “You’ll want all day to-morrow, I suppose?” said Scrooge.

21 “If quite convenient, sir.”

22 “It’s not convenient,” said Scrooge, “and it’s not fair. If I 23 was to stop half-a-crown for it, you’d think yourself ill-used,24 I’ll be bound?”

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25 The clerk smiled faintly.

26 “And yet,” said Scrooge, “you don’t think me ill-used when I27 pay a day’s wages for no work.”

28 The clerk observed that it was only once a year.

29 “A poor excuse for picking a man’s pocket every twenty-30 fifth of December!” said Scrooge, buttoning his great-coat31 to the chin. “But I suppose you must have the whole day.32 be here all the earlier next morning.”

33 The clerk promised that he would; and Scrooge walked out 34 with a growl. The office was closed in a twinkling, and 35 the clerk, with the long ends of his white comforter 36 dangling below his waist (for he boasted no great-coat),37 went down a slide on Cornhill, at the end of a lane of boys,38 twenty times, in honour of its being Christmas Eve, and39 then ran home to Camden Town as hard as he could pelt,40 to play at blindman’s buff.

Pen to paperImagine you are Bob Cratchit on your way. What would you be thinking as you make your way home? Consider your thoughts about Christmas and your feelings towards Scrooge.

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Thoughts on Scrooge: Thoughts on Christmas:

Pen to paperWe have now seen how Scrooge interacts with a range of people. Let’s bring our learning together to track Scrooge in Act One.

For each of the following, find a quotation and say what it shows about the way Dickens presents Scrooge and how this sets the scene for Scrooge’s learning.

Name Quotation What it reveals about ScroogeBob Cratchit, Scrooge’s clerk

Fred, Scrooge’s nephew

The two charity collectors

The poor – Scrooge’s attitude towards the poor

Reflection

In part (b) of the A Christmas Carol examination, you will be asked to track the presentation of a character, or a key theme across the novella. Although we haven’t read the whole novella, we can track and reflect upon Scrooge’s character in Stave one, mainly through his interactions with others. Copy the following question into your formative assessment

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Part B -

Scroog

Part BScrooge

book: What do we learn about Scrooge through his interaction with others in Stave One?

I am going to model how to construct an effective introduction to a part (b) question and the first paragraph of our response. You will then construct two further paragraphs exploring the presentation of Scrooge’s character through his interactions with others.

Creating an effective introductionAn effective introduction should consist of two sentences.

Sentence 1: Define the key word in the question. Personalise it – what does it mean to you? Contextualise it based on the text you’re writing about.

Sentence 2: Identify a question based on what the author wants us to think of the key theme / character named in the exam question.

Creating an effective paragraph response

Topic sentence

What argument or idea is central within this paragraph?

Example What phrase or sentence support the idea or argument being put forward?

Explanation What does the phrase or sentence initially tell you? (On the surface level)

Exploration (inference and interpretation)

What inferences can you make as a result? What different interpretations can you offer? How does your contextual knowledge support your understanding? Remember to use tentative language: Perhaps it could suggest / Maybe

Effect What would a reader think? What would a reader feel?

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Learning episode 12

I think I can

Learning goalsTo explore the different methods Dickens has used to create tension in the

build up to Marley’s ghost arriving

My teacher thinks I can

Learning I can say something about the text. I can offer an idea about the content or theme of a text.

Mastering I can respond to the text making a relevant and focused point which draws upon textual references / quotations.

Extending I can respond to the text in a developed personal way which engages and fully relates to the text and selects well-chosen references.

Next steps:

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My response:

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Do it now taskRecap questions:

1. What signs of Christmas were evident in the extract from the last learning episode?

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2. How did Dickens present the rich and the poor in the extract? Why did he do this?

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3. How does Scrooge speak to Bob Cratchit about taking time off on Christmas Day?

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4. What have we learnt about the way Scrooge interacts with others in Stave One?

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5. What do the following words mean?

proffering: __________________________________________________________

tremulous: _________________________________________________________

sullenly: ___________________________________________________________

scant: _____________________________________________________________

congenial: __________________________________________________________

tacitly: _____________________________________________________________

New knowledgeIn this section of Stave One, Scrooge returns home for the night but unusual things start to occur. In this part, we learn more about Scrooge’s life outside of work and the environment in which he lives.

1 Scrooge took his melancholy dinner in his usual 2 melancholy tavern; and having read all the newspapers, 3 and beguiled the rest of the evening with his banker’s-book,4 went home to bed. He lived in chambers which had once5 belonged to his deceased partner. They were a gloomy 6 suite of rooms, in a lowering pile of building up a yard, 7 where it had so little business to be, that one could 8 scarcely, help fancying it must have run there when it was 9 a young house, playing at hide-and-seek with other houses,

10 forgotten the way out again. It was old enough now, and 11 dreary enough, for nobody lived in it but Scrooge, the 12 other rooms being all let out ass offices. The yard was so13 dark that even Scrooge, who knew its every stone, was

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14 fain to grope with his hands. The fog and frost so hung 15 about the black old gateway of the house, that it seemed16 as if the Genius of the Weather sat in mournful meditation17 on the threshold.

Pen to paperHaving read the section above about Scrooge’s lodgings and his activity during the evening, what can we further deduce about his existence?

Scrooge’s personality of an evening Scrooge’s evening activity

Scrooge’s environment (inside)

Scrooge’s environment (outside)

New knowledgeIn this part of the text, Marley’s face appears in the door knocker.

18 Now, it is a fact, that there was nothing at all particular19 about the knocker on the door, except that it was very 20 large. It is also a fact, that Scrooge had seen it, night and 21 morning, during his whole residence in that place; also22 that Scrooge had as little of what is called fancy about him23 as any man in the city of London, even including – which 24 is a bold word – the corporation, aldermen, and livery.25 Let it also be borne in mind that Scrooge had not 26 bestowed one thought on Marley, since his last mention27 of his seven years’ dead partner that afternoon. And then 28 let any man explain to me, if he can, how it happened29 that Scrooge, having his key in the lock of the door, saw30 in the knocker, without its undergoing by intermediate 31 process of change – not a knocker, but Marley’s face.

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32 Marley’s face. It was not an impenetrable shadow as 33 the other objects in the yard were, but had a dismal 34 light about it, like a bad lobster in a dark cellar. It was 35 not angry or ferocious, but looked at Scrooge as Marley 36 used to look: with ghostly spectacles turned up on its 37 ghostly forehead. The hair was curiously stirred, as if 38 by breath of hot air; and, though the eyes were wide open,39 they were perfectly motionless. That, and its livid colour,40 made it horrible; but its horror seemed to be in spite of the41 face and beyond its control, rather than a part of its own42 expression.

43 As Scrooge looked fixedly at this phenomenon, it was a 44 knocker again.

45 To say that he was not startled, or that his blood was not46 conscious of a terrible sensation to which it had been a 47 stranger from infancy, would be untrue. But he put his48 hand upon the key he had relinquished, turned it sturdily,49 walked in, and lighted his candle.

Pen to paperThe appearance of Marley’s face in the door knocker foreshadows the appearance of Marley’s ghost.

The word foreshadows means _________________________________________

Look at the descriptions below and then select two bits of the description that hints at what the ghost may look like.

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I think the ghost will ___________________________________________________

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New knowledgeScrooge is affected by the vision of Marley in the knocker. You can sense his anxiety in the next part of the stave…

50 He did pause, with a moment’s irresolution, before he shut51 the door; and he did look cautiously behind it first, as if 52 he half expected to be terrified with the sight of Marley’s 53 pigtail sticking out into the hall. But there was nothing on54 the back of the door, except the screws and nuts that 55 held the knocker on, so he said “Pooh, pooh!” and closed56 it with a bang.

57 The sound resounded through the house like thunder. 58 Every room above, and every cask in the wine-merchant’s59 cellars below, appeared to have a separate peal of echoes60 of its own. Scrooge was not a man to be frightened by61 echoes. He fastened the door, and walked across the 62 hall, and up the stairs; slowly too: trimming his candle as 63 he went.

64 You may talk vaguely about driving a coach-and-six up65 a good old flight of stairs, or through a bad young Act of66 parliament; but I mean to say you might have got a hearse67 up that staircase, and taken it broadwise, with the 68 splinter-bar towards the wall and the door towards the 69 balustrades: and done it easy. There was plenty of width70 for that, and room to spare; which is perhaps the reason 71 why Scrooge thought he saw a locomotive hearse going72 on before him in the gloom. Half-a-dozen gas-lamps out of 73 the street wouldn’t have lighted the entry too well, so you74 may suppose that is was pretty dark with Scrooge’s dip.

75 Up Scrooge went, not caring a button for that. Darkness76 is cheap, and Scrooge liked it. But before he shut his 77 heavy door, he walked through his rooms to see that all78 was right. He had just enough recollection of the face to

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79 desire to do that.

80 Sitting-room, bedroom, lumber-room. All as they should be.81 Nobody under the table, nobody under the sofa; a small fire 82 in the grate; spoon and basin ready; and the little saucepan83 of gruel (Scrooge had a cold in his head) upon the hob.84 Nobody under the bed; nobody in the closet; nobody 85 in his dressing-gown, which was hanging up in a86 suspicious attitude against the wall. Lumber-room as 87 usual. Old fire-guard, old shoes, two fish-baskets, 88 washing-stand on three legs, and a poker.

89 Quite satisfied, he closed his door, and locked himself in;90 double-locked himself in, which was not his custom. 91 Thus secured against surprise, he took off his cravat; 92 put on the dressing-gown and slippers, and his nightcap;93 and sat down before the fire to take his gruel.

94 It was a very low fire indeed; nothing on such a bitter night.95 He was obliged to sit close to it, and brood over it, before96 he could extract the least sensation of warmth from such a 97 handful of fuel. The fireplace was an old one, built by 98 some Dutch merchant long ago, and paved all round with99 quaint Dutch tiles, designed to illustrate the Scriptures.100

There were Cains and Abels, Pharaoh’s daughters;

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Queens of Sheba, Angelic messengers descending

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through the air on clouds like feather-beds, Abrahams,

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Belshazzers, Apostles putting off to sea in butter-boats,

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hundreds of figures to attract his thoughts; and yet that

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face of Marley, seven years dead, came like the ancient

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prophet’s rod, and swallowed up the whole. If each

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smooth tile had been a blank at first, with power to shape

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some picture on its surface from the disjointed fragments

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of his thoughts, there would have been a copy of old

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Marley’s head on every one.

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“Humbug!” said Scrooge, and walked across the room.

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After several turns, he sat down again. As he threw his

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head back in the chair, his glance happened to rest upon

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a bell, a disused bell, that hung in the room, and

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communicated for some purpose now forgotten with a

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chamber in the highest story of the building. It was with

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great astonishment, and with a strange, inexplicable dread,

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that as he looked, he saw this bell begin to swing. It

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swung so softly in the outset that it scarcely made a

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sound; but soon it rang out loudly, and so did every bell

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in the house.

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This might have lasted half a minute, or a minute, but it

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seemed an hour. The bells ceased as they had begun,

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together. They were succeeded by a clanking noise,

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deep down below; as if some person were dragging a

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heavy chain over the cask in the wine-merchants’s cellar.

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Scrooge then remembered to have heard that ghosts in

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haunted houses were described as dragging chains.

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The cellar-door flew open with a booming sound, and then

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he heard the noise much louder, on the floors below; then

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coming up the stairs; then coming straight towards his

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door.

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“It’s humbug still!” said Scrooge. “I won’t believe it.”

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His colour changed though, when, without a pause, it came

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on through the heavy door, and passed into the room

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before his eyes. Upon its coming in, the dying flame

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leaped up, as though it cried, “I know him; Marley’s

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Ghost!” and fell again.

Pen to paperThis part of the text is really effective in creating and building tension until Marley’s Ghost is revealed. Tension is when there is a mental or emotional strain that grows and grows. I often liken it to the blowing up of a balloon. As you watch a balloon being blown up, you become tense as you begin to wonder when it will burst. That feeling of watching the balloon and waiting for it to burst is a tension we feel.

In what ways has tension been created in this extract in the build up to the appearance of Marley’s ghost? Try and find as many examples in this extract which suggest Scrooge is feeling anxious and a tension is building. Note these examples down on the following page.

Example 1 Example 2 Example 3

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Example 4 Example 5

Example 6 Example 7 Example 8

ReflectionHow successful do you think Dickens has been in creating tension in this part of Stave 1? To be extending, consider the presentation of Scrooge’s home, the knocker changing and the build up to the ghost’s arrival.Challenge question: How does seeing Scrooge anxious affect our viewpoint on him?___________________________________________________________________

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Learning episode 13:

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I think I can

Learning goalsTo understand how to construct a response to part (a) of the

examination

My teacher thinks I can

Learning I can make some comment on the language, form and structure using limited relevant subject terminology to support the examples given.

Mastering I can show an understanding of a range of language, form and structure features using relevant subject terminology and linking them to their effect on the reader.

Extending I can analyse language, form and structure, using relevant subject terminology which is integrated and precise as well as sustaining their effect on the reader.

Next steps:

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My response:

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Do it now taskRecap questions:

1. Which adjective is repeated at the start of the extract we looked at in the last learning episode and what does this reveal?

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2. What does Scrooge spend his evening with and what can we infer from this?

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3. Write two sentences summarising Scrooge’s lodgings?

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4. As Scrooge returns home, what happens to the knocker?

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___________________________________________________________________

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5. What does the word ‘foreshadowing’ mean?

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6. Identify three ways in which tension is created in the build up to Marley’s Ghost arriving.

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7. What do the following words mean?

beguiled: ___________________________________________________________

scarcely: ___________________________________________________________

bestowed: __________________________________________________________

impenetrable: _______________________________________________________

relinquished: ________________________________________________________

quaint: _____________________________________________________________

inexplicable: ________________________________________________________

New knowledge and Pen to paperHow to respond to part (a)

In today’s lesson we are going to work through a part a response to A Christmas Carol. In the part (a) section of the exam, you will need to analyse how Dickens has used language and structure to present a character or a setting or an event or a theme.

The question we are going to be working on today is: Explore how Dickens presents the setting (Victorian London) in this extract. Give examples from the extract to support your answer.

Firstly, you need to identify the key focus for the question. In this case, the focus of the question is on the setting.

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Then you need to read through the extract you are given and highlight everything that will help you answer the question so in this instance everything that reveals something about the setting.

1 Meanwhile the fog and the darkness thickened so, that 2 people ran about with flaring links, proffering their services3 to go before horses in carriages, and conduct them on 4 their way. The ancient tower of a church, whose gruff5 old bell was always peeping slyly down at Scrooge out of a 6 gothic window in the wall, became invisible, and struck 7 the hours and quarters in the clouds, with tremulous 8 vibrations afterwards as if its teeth were chattering in its9 frozen head up there. The cold became intense. In the

10 main street, at the corner of the court, some labourers 11 were repairing the gas-pipes, and had lighted a great12 fire in a brazier, round which a party of ragged men and 13 boys were gathered: warming their hands and winking their14 eyes before the blaze in rapture. The water-plug being 15 left in solitude, its overflowings sullenly congealed, and16 turned to misanthropic ice. The brightness of the shops17 where holly sprigs and berries crackled in the lamp heat of 18 the windows, made pale faces ruddy as they passed. 19 Poulterers’ and grocers’ trades became a splendid joke:20 a glorious pageant, with which it was next to impossible to 21 believe that such dull principles as bargain and sale had 22 anything to do. The Lord Mayor, in the stronghold of the 23 mighty Mansion House, gave orders to his fifty cooks and24 butlers to keep Christmas as a Lord Mayor’s household 25 should; and even the little tailor, whom he had fined five26 shillings on the previous Monday for being drunk and 27 bloodthirsty in the streets, stirred up to-morrow’s pudding28 in his garret, while his lean wife and the baby sallied out 29 to buy the beef.

Once you have done that you need to think about the methods Dickens has used. To do this, you need to look at what you have highlighted and consider whether

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Dickens has used any techniques to help present the setting. As a quick reminder here are some of the methods he could have used:

Language StructureNounVerbAdjectiveAdverbSimileMetaphorPersonification

Imperative sentenceDeclarative sentenceInterrogative sentenceExclamatory sentenceRepetitionShort sentenceComplex sentenceContrast

Go back through your highlighted sections now to see if you can identify any techniques Dickens has used to present the setting.

Once you have identified your techniques, choose the four you think present the setting most effectively – but make sure you choose at least one language technique and one structural technique.

Use the TEEEE structure to construct your response.

Technique What technique has been used to present the setting?

Example What phrase or sentence uses this technique?Explanation What does the phrase or sentence initially suggest

to you? (On the surface level)Exploration (inference and interpretation)

Why has Dickens used this particular technique? How does it help you form an opinion on the setting? What inferences can you make as a result? What different interpretations can you offer? Remember to use tentative language: Perhaps it could suggest / Maybe when considering a range of interpretations.

Effect What would a reader think as a result of this description? What would a reader feel as a result of this description?

Modelled TEEEE paragraph:___________________________________________________________________

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Pen to paperNow in your exercise book, craft three further TEEE paragraphs analysing how Dickens has used language and structure to present the setting.

ReflectionLook at the criteria below and consider where you would place your response and why.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

Level 5 (17-20 marks)

Level 4 (13-16 marks)

Level 3 (9-12 marks)

Level 2 (5-8 marks)

Level 1 (1-4 marks)

Extending Mastering Learning The response is

a cohesive evaluation of the interrelationship of language, form and structure and their effect on the reader.

The response is focused and detailed. Analysis of language, form and structure features and their effect on the reader is sustained.

The response shows an understanding of a range of language, form and structure features and links them to their effect on the reader.

The response is largely descriptive. There is some comment on the language, form and structure.

The response is simple and the identification of language, form and structure is minimal.

Relevant subject terminology is integrated and precise.

Relevant subject terminology is used accurately and appropriately to develop ideas.

Relevant subject terminology is used to support examples given.

Limited use of relevant subject terminology to support the examples given.

Little evidence of relevant subject terminology

Learning episode 14:

I think I Learning goals My teacher

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can To understand how to construct a response to part (b) of the examination

thinks I can

Learning I can say something about the text, responding with some personal response and opinion.

Mastering I can show a relevant personal response which is soundly related to the text through textual references / quotations.

Extending I can respond to the text in a developed personal way which engages and makes full use of well-chosen references to support a range of effective points.

Next steps:

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My response:

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Do it now taskRecap questions:

1. What are you expected to do in part (a) of the A Christmas Carol exam?

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2. Summarise the process you should go for before you begin to write?

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3. What does TEEEE stand for?

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Do it now task (1)

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Think about the word ‘COLD’.

1. Can you come up with 5 synonyms for the word ‘cold’?

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2. Now consider the following questions: How does the idea of coldness link to this text? What do you associate with coldness? What might be the effect of using cold imagery in the novel? Why has

Dickens made so many references to the cold in the opening Stave?

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New knowledgeColdness is a theme that runs throughout Stave One to present the character of Scrooge at the start of the novella. There are two types of ‘coldness’ presented: physical coldness and metaphorical coldness.

Physical coldness Metaphorical coldness

What do you think the difference is between the two?

Physical coldness: __________________________________________________

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Metaphorical coldness: ______________________________________________

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Pen to paperNow trace back through Stave One and find as many references to the cold as you can – separate your references into examples of physical coldness and metaphorical coldness.

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Physical coldness Metaphorical coldness

New knowledgeYou are now going to annotate two quotations. To annotate means to really focus in on the words and the structure of the quotation you have chosen. It means to really

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pick a quotation apart so that you extract as much as you can from it. Have a look at my example below:

Pen to paperNow you try! Choose two quotations – one about the physical coldness in Stave One and one about the metaphorical coldness in Stave One and annotate these to extract as much as you can from the quotations.

Consider these questions as you do so:

Have you identified the key words or structural techniques used in the quotation that are linked to the cold?

Have you explained why Dickens has made certain language or structural choices?

Can you come up with a number of interpretations? Have you discussed the potential effect on the reader?

Quotation one (physical coldness):

Quotation two (metaphorical coldness):

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Reflection1. How effectively does Dickens use the weather to establish the mood and

atmosphere at the beginning of the novella?2. How effectively does Dickens use ‘coldness’ as a way of presenting Scrooge

at the start of the novella?3. Why has Dickens made so many significant references to the cold in the

opening of the novella?

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Learning episode 15:

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I think I can

Learning goalsTo understand how to construct a response to part (b) of the

examination

My teacher thinks I can

Learning I can say something about the text, responding with some personal response and opinion.

Mastering I can show a relevant personal response which is soundly related to the text through textual references / quotations.

Extending I can respond to the text in a developed personal way which engages and makes full use of well-chosen references to support a range of effective points.

Next steps:

___________________________________________________________________

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My response:

___________________________________________________________________

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Do it now taskRecap questions:

1. What is the difference between physical coldness and metaphorical coldness?

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2. Why does Dickens make so many references to the cold in the opening stave?

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New knowledge

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In part (b) of the A Christmas Carol examination, you will be asked to track the presentation of a character, or a key theme across the novella. In this learning episode you are going to work to construct a respons to the following part B question: Explain the importance of ‘coldness’ elsewhere in Stave One of the novella In your answer you must consider both physical and metaphorical coldness.

Creating an effective introductionAn effective introduction should consist of two sentences.

Sentence 1: Define the key word in the question. Personalise it – what does it mean to you? Contextualise it based on the text you’re writing about.

Sentence 2: Identify a question based on what the author wants us to think of the key theme / character named in the exam question.

Pen to paperNow let’s think about what our introduction for this essay might look like.

1. What is the key word in the question?___________________________________________________________________

2. What does the key word mean to you? Think about your own understanding of the difference between physical coldness and metaphorical coldness.

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3. What question do you think Scrooge is trying to raise in the reader through his references to the cold in the opening stave?

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Let’s put our ideas into a paragraph of writing that will make for an effective introduction.

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Part B – the cold

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New knowledgeWhen constructing a response to part b, we still use the TEEEE structure to guide us through.

Topic sentence

What argument or idea is central within this paragraph?

Example What phrase or sentence support the idea or argument being put forward?

Explanation What does the phrase or sentence initially tell you? (On the surface level)

Exploration (inference and interpretation)

What inferences can you make as a result? What different interpretations can you offer? How does your contextual knowledge support your understanding? Remember to use tentative language: Perhaps it could suggest / Maybe

Effect What would a reader think? What would a reader feel?

Pen to paperUse the grid below to plan out your response to the question:

Topic sentence

How does Dickens present physical coldness across Stave One?

Example What phrase or sentence provides an example of this physical coldness?

Explanation What does the phrase or sentence initially suggest to

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you? (On the surface level)

Exploration (inference and interpretation)

What inferences can you make as a result? What different interpretations can you offer? Remember to use tentative language: Perhaps it could suggest / Maybe

Effect What would a reader think? What would a reader feel as a result?

Topic sentence

How does Dickens present metaphorical coldness across Stave One?

Example What phrase or sentence provides an example of this metaphorical coldness?

Explanation What does the phrase or sentence initially suggest to you? (On the surface level)

Exploration (inference and interpretation)

What inferences can you make as a result? What different interpretations can you offer? Remember to use tentative language: Perhaps it could suggest / Maybe

Effect What would a reader think? What would a reader feel as a

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result? Why do you think Dickens has made so many references to the cold in this opening stave?

Now turn to your formative assessment book and copy the question into your book: Explain the importance of ‘coldness’ elsewhere in Stave One of the novella In your answer you must consider both physical and metaphorical coldness. Use the notes above for both the introduction and your main paragraphs to construct a response to the question.

ReflectionLook at the criteria below:

Where would you place your response and why?

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