The KING’S Medium Term Plan – ENGLISH Y9 LC2 Programme 2015-2016

Module A Christmas Carol

This module will help to prepare students to sit the AQA English Literature exam. The module will focus on preparing

students for paper one although the analytical and creative skills students will develop can be applied to multiple exam

papers. Pupils will have already read the text before the start of the module, therefore the scheme will focus on key events

from each chapter, with an overall focus on characterisation of Scrooge.

Overarching

subject

Challenge

question

How does Dickens explore the theme of redemption in A Christmas Carol?

Exam board

links:

This unit will prepare students for the AQA English Literature exam (paper one).

The mid-term assessment will be taken from English Literature paper one

The end of learning cycle assessment will be taken from English Literature paper one

Lines of

Enquiry

Week 1: What is the audience’s first impression of the protagonist Scrooge? Week 2: Does a person’s past shape their future? Week 3: What principles did Dickens believe Christmas should be grounded on? Mid-term: Extract analysis (Ignorance and Want) Week 4: What is the turning point in Scrooge’s path to redemption? Week 5: How does the message of the novel reflect Dickens’ view on society? Week 6: How do you write a formal letter of complaint? End of learning cycle assessment: English Language paper two, section B

Week 1 Line of Enquiry: What is the audience’s first impression of the protagonist Scrooge?

3 1hr lessons

Overview

This week students will begin by focussing on the first chapter of the play. They will focus on the characterisation of the

main character Scrooge and how Dickens uses language to present him in a negative way. In lesson 2, students will take

part in a context carousel which will give them the background information needed to hit the A03 criteria. They will then

use this knowledge to write an analytical paragraph about how Scrooge treats the poor.

Lesson Hypotheses Hypothesis 1: Dickens wants the audience to take an instant dislike to Scrooge. Hypothesis 2: Life in Dickensian England was difficult for the poor. Hypothesis 3: Scrooge embodies selfishness and indifference to the poor. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly success criteria: Complete multiple choice quiz to test knowledge of the play. Generate adjectives to describe Scrooge and find evidence to support ideas Write PETER paragraph on initial impression of Scrooge Take part in context carousel Discuss Scrooge’s attitude to the poor and self-assess against success criteria.

Learning outcomes: Lesson 1 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. GP5: Well-chosen quotes from different parts of the text. Developed analysis of language and its effect, giving multiple interpretations. GP4: Well-chosen quotes from different parts of the text. Clear analysis of language and its effect, giving some multiple interpretations. GP3: Identifies some relevant points with a range of quotations. Some comment on language and its effect. Lesson 2 GP6: A thoughtful understanding of Dickens and his view. Pupils will integrate apt references to context within their analysis GP5: Relevant use of context, mentioning points about Dickens and his life or views that link to quotes used. GP4: Some comments about the time or author that link to points made about the text GP3: An awareness of the author, their views or context, not always linked to points Lesson 3 GP6: A thoughtful understanding of Dickens and his view. Pupils will integrate apt references to context within their analysis. Zoom in on language and zoom out to judge relevance and impact of inference GP5: Relevant use of context, mentioning points about Dickens and his life or views that link to quotes used. Explore multiple and developed interpretations of language GP4: Some comments about the time or author that link to points made about the text. Clear comments about language and some links to Dickens’ views. GP3: An awareness of the author, their views or context, not always linked to points. Simple comments on language used. Homework: Marley’s Ghost section of the homework booklet.

Week 2

3 1hr lessons

(including up to

one hour of

REACH1) plus

1hr homework

Line of enquiry: Does a person’s past shape their future? Overview:

This week students will focus on Scrooge’s past and how this has impacted upon his life and behaviour. Students will re-

read the chapter and track the audience’s reaction to Scrooge’s past. They will then analyse a key scene, with each extract

being chosen specifically for a class to ensure students are challenged. Finally, the students will explore the scene at

Fezziwig’s ball and complete retrieval and analysis questions to test their understanding.

Lesson Hypotheses: Hypothesis 1: The audience begin to feel sympathy for Scrooge for the first time in Stave Two. Hypothesis 2: Man is the product of his own experience Hypothesis 3: Fezziwig’s ball makes Scrooge remorseful about the way he has treated his employee Cratchit Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria:

Discuss key quotes about memories Track and chart the audience’s level of sympathy for Scrooge throughout the Stave. Analyse an extract from a scene in the Stave Complete questions on Fezziwig’s ball and peer assess Debate whether Scrooge is beginning to change

1Review and Evaluate Attainment then Challenge and Hone: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work

based on the targets they have been given.

Learning Outcomes: Lesson 1 GP6: An insightful understanding of Dickens’ purpose and intentions and how the audience react to this. Pupils will integrate apt references to justify and evaluate their key scenes. GP5: A thoughtful understanding of Dickens’ purpose and intentions and how the audience react to this. Pupils will use a range of well-chosen references to justify their key scenes. GP4: Confidently identifies key scenes from the Stave with justification. Some awareness of the author’s intention in portraying Scrooge and an understanding of audience reaction. GP3: Identifies key scenes from the Stave .A basic awareness of the author’s intention in portraying Scrooge and simple comments on audience reaction. Lesson 2 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. Consistently linked to question and consistent use of terminology. GP5: Well-chosen and apt quotes from different parts of the text. Developed analysis of language and its effect, giving multiple interpretations. Linked to question most of the time. GP4: Range of quotes used from across the extract. Clear language analysis with some word level focus. Some terminology used, mostly accurate. GP3: Identify and analyse the language used with accurate quotes and devices explained in some detail. Some focus on how the extract influences the reader but not developed. Lesson 3 GP6: Range of well-selected evidence to prove points. Detailed inferences provided, with alternative interpretations and insightful interpretation of author intention/purpose with convincing justification. GP5: Can find well-selected evidence to prove points. Detailed inferences provided and thoughtful interpretation of author intention with clear justification. GP4: Confidently retrieve evidence from the text with guidance and answer closed questions. Shows ability to infer meaning behind key quotes. Clear comments on author intention, with some justification.

GP3: Can retrieve simple evidence from the text with guidance and answer closed questions. Begins to infer some meaning behind key quotes. Can make simple comments on author intention Homework: The Ghost of Christmas Past section of booklet.

Week 3

3 1hr lessons

(including up to

one hour of

REACH) plus

1hr midterm

assessment.

Line of enquiry: What principles did Dickens believe Christmas should be grounded on?

Overview:

This week students will move to look at Stave Three of ACC. They will begin to look at techniques Dickens uses to present

the ghost, such as symbolism. They will then focus on the Cratchit Christmas scene by exploring a short extract. This will

then lead the students onto a critical analysis of the scene; challenging them to critique the role of this scene in Scrooge’s

journey to redemption. Finally, students will investigate the use of allegory in the children Ignorance and Want. The

midterm assessment requires students to explore how these two characters are presented in an extract.

Lesson Hypotheses: Hypothesis 1: The Ghost of Christmas Present represents generosity, goodwill and celebration. Hypothesis 2: The Cratchits’ Christmas scene is crucial for Scrooge’s transformation. Hypothesis 3: Ignorance and Want expose the problems between the middle and working classes in Victorian England. Mid-term: Extract analysis question on Ignorance and Want Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.

Weekly Success Criteria:

Sequencing activity with the key events of Stave Three

Explore the symbolism of light

Complete a table describing what Scrooge sees and how we might learn from it

Justify and explain your view on the role of the Cratchit family

Comment on the language used to describe Ignorance and Want

Discuss their role in the play.

Learning Outcomes:

Lesson 1: GP6: Clear and perceptive exploration of connotations. Explores the influence and role of the Ghost of Christmas Present. Synthesises evidence of what Scrooge sees and offers an insightful evaluation of its impact. GP5: Understanding of connotations and give interesting examples. Detailed explanation of the role of the Ghost of Christmas Present. Insightful exploration of what Scrooge sees and an evaluation of its impact. GP4: Can define connotation and give multiple examples. Can explain the role of the Ghost of Christmas Present. Detailed comments on what Scrooge sees and learns. GP3: Can define connotation and give simple examples. Some understanding of the role of the Ghost of Christmas Present. Simple comments on what Scrooge sees and learns. Lesson 2: GP6: Critical commentary on the role of the Cratchit family with apt evidence to support ideas. Can link and explore how the Cratchits are used to portray Dickens’ views on poverty. Demonstrates an insightful and justified understanding of author’s intention and purpose. GP5: Interesting commentary on the role of the Cratchit family with apt evidence to support ideas. Can link and explore

how the Cratchits are used to portray Dickens’ views on poverty. Demonstrates a thoughtful understanding of author’s intention and purpose. GP4: Can comment on the role of the Cratchit family with range of evidence to support ideas. Can effectively link the Cratchits to Dickens’ views on poverty. Demonstrates a clear understanding of author’s intention and purpose. GP3: Can comment on the role of the Cratchit family with some evidence to support ideas. Begins to link the Cratchits to Dickens’ views on poverty. Some understanding of author’s intention and purpose. Lesson 3: GP6: Can thoughtfully explain the purpose and presentation of Ignorance and Want, using accurate subject terminology. Insightful links to context. GP5: Can explain in detail the purpose and presentation of Ignorance and Want, using accurate subject terminology, with clear links to context. GP4: Can comment on the purpose and presentation of Ignorance and Want with links to context. Some attempts at terminology. GP3: Some comment on the purpose and presentation of Ignorance and Want with some link to context. Homework: Ghost of Christmas Present section of booklet.

Week 4

4 1hr lessons

(including up to

one hour of

REACH) plus

1hr homework

Line of enquiry: What is the turning point in Scrooge’s path to redemption?

Overview:

This week students will be focussing on the final ghost that visits Scrooge. They will explore how this ghost is presented by analysing key quotations with a close language analysis focus. In the second lesson, more contextual information about Victorian London will be presented and used for students to annotate a descriptive extract. Finally, students will work together to investigate how different groups of people react to the news of Scrooge’s ‘death’. Each group will feedback and teach the rest of the class. Lesson Hypotheses:

Hypothesis 1: The final spectre is the most terrifying Hypothesis 2: Victorian London had both areas of wealth and area of deprivation. Hypothesis 3: Stave Four is the nail in Scrooge's coffin; it makes certain that Scrooge's change is permanent Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria

Review the role of the Ghost of Christmas to Come

Explore key quotations describing this spectre and analyse key words

Self-assess answers against success criteria

Understand the ‘other side of the city’ Dickens describes (contextual information)

Annotate a descriptive extract and write an analysis of its effect.

Define dramatic irony and explore its use in this chapter

Group work analysing different people’s reactions to Scrooge’s ‘death’

Each group to feedback and others to write down ideas they learn.

Learning outcomes:

Lesson 1:

GP6: Precise quotations chosen and embedded throughout. Detailed language analysis with accurate terminology,

zooming in and out to judge relevance and impact.

GP5: Well-chosen quotes from different parts of the text. Developed analysis of language, using terminology, and its

effect. Begins to offer multiple interpretations.

GP4: Well-chosen quotes from different parts of the text. Clear analysis of language and its effect. Some use of subject

terminology, though not always accurate.

GP3: Identifies some relevant points with a range of quotations. Some comment on language and its effect.

Lesson 2:

GP6: Precise quotations chosen and embedded throughout. Detailed language analysis with accurate terminology,

zooming in and out to judge relevance and impact.

GP5: Well-chosen quotes from different parts of the text. Developed analysis of language , using terminology, and its

effect. Begins to offer multiple interpretations.

GP4: Well-chosen quotes from different parts of the text. Clear analysis of language and its effect. Some use of subject

terminology, though not always accurate.

GP3: Identifies some relevant points with a range of quotations. Some comment on language and its effect.

Lesson 3:

GP6: Can evaluate the use of dramatic irony in the text. Insightful analysis of different character’s reaction to Scrooge's

death, synthesising textual evidence from different parts of the text.

GP5: Can give examples of dramatic irony and explain its use. Developed analysis of different character’s reaction to

Scrooge's death, supported with a range of textual evidence.

GP4: Can define and give examples of dramatic irony. Can identify how and why different people react to Scrooge’s

death, with textual evidence.

GP3: Can define dramatic irony. Can identify what different people say about Scrooge’s death with some supporting

textual evidence.

Homework: Ghost of Christmas to Come Section of booklet

Week 5

3 1hr lessons

(including up to

one hour of

REACH) plus

1hr homework

Line of enquiry: How does the message of the novel reflect Dickens’ view on society?

Overview:

This week students will be finish reading the final chapter of the novel. They will explore the change in Scrooge’s attitude

to life and compare his behaviour in this chapter to the initial chapter. This will form part of their end of learning cycle

assessment. The rest of the week will see students recapping the context of the novel, in order for them to be able to

explain the purpose and intention behind Dicken’s writing. This will give students an idea of what society is and Dickens’

beliefs, which again links to their assessment.

Lesson hypotheses: Hypothesis 1: Scrooge’s perspective on life, money and happiness has been transformed. Hypothesis 2: Dickens uses multiple techniques to convey a sense of joy in Stave Five. Hypothesis 3: Dickens was a strong advocate for a change in the attitude of the government. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.

Weekly Success Criteria

Recap the influence each Ghost has had on Scrooge

Compare Scrooge’s attitude/behaviour in Stave 5 with that of Stave 1

Complete a table tracking these changes

Recap of tone and how it is created

Reflect on the role and purpose of the narrator in the novel

Explore how Dickens uses punctuation for effect

Recap contextual information about the novel

Read and summarise an extract on Dickens’ views on Social Reform

Debate what makes ACC so popular.

Learning outcomes: Lesson 1 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. GP5: Well-chosen quotes from different parts of the text. Developed analysis of language and its effect, giving multiple interpretations. GP4: Well-chosen quotes from different parts of the text. Clear analysis of language and its effect, giving some multiple interpretations. GP3: Identifies some relevant points with a range of quotations. Some comment on language and its effect.

Lesson 2 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. GP5: Well-chosen quotes from different parts of the text. Developed analysis of use of humour/punctuation and their effects, giving multiple interpretations. GP4: Range of quotes from different parts of the text. Clear explanation of the use of humour and punctuation and their effects. GP3: Identifies some relevant points with a range of quotations. Some simple explanation of the use of humour and punctuation. Lesson 3 GP6: Explores the context of the novel and makes insightful links to ideas in the novel. Explains in detail and can evaluate Dickens’ purpose and intention. GP5: Explores the context of the novel and makes links to ideas in the novel. Explains and begins to evaluate Dickens’ purpose and intention. GP4: Identifies points relating to context with links to the novel. Can explain why Dickens’ purpose and intention. GP3: Identifies some points about context and some link to the novel. Simple understanding of why Dickens’ purpose and intention.

Week 6 End of Learning Cycle Assessment week. Line of Enquiry: How does Dickens present Scrooge as an outsider to society? Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.

Weekly Success Criteria: Recap of the assessment criteria Discuss and define what is meant by society Read the extract and annotate it ready for the assessment Plan answer to assessment question, using the structure provided (mind map) Learning Outcomes: See mark scheme for full details. Exam paper: English Literature, paper One Task: Starting with this extract how does Dickens present Scrooge as an outsider to society? Write about: • How Dickens presents Scrooge in this extract • How Dickens presents Scrooge as an outsider to society in the novel as a whole.