This unit works through Charles Dickens' A Christmas Carol, focusing on teaching the elements of literary analysis along the way. The culminating writing assignment synthesizes the skills learned, asking students to determine whether an alternate title for the text would have been appropriate or effective.
Dickens, Analysis, Christmas Carol, Scrooge, Theme, Character Development, Setting
This unit has been designed to use Charles Dickens' A Christmas Carol as a vehicle for teaching and practicing the skills involved in a literary analysis. A literary analysis "carefully examines a text, or one element of a text, such as character, setting, plot or theme of a story" (Washington Township Public Schools, n.d.). This unit asks students to do both, carefully examine the entire text and, along the way, to examine parts of the text or elements of the text individually.
This version of the unit is an updated version of the novel unit required in our sixth grade ELA curriculum. It moves beyond the text deliberately, integrating the online space with the classroom in an attempt to deepen student understanding an discourse on this complex text.
The materials required are minimal; internet-connected devices for every student, headphones for listening, and space in which students can comfortably work with the teacher, each other, and alone without disrupting each other.
This unit was designed for sixth grade students whose reading and writing abilities and achievement are at or above grade level. Suggestions are included throughout for scaffolding for struggling students and extension for accelerated students. This unit should take around 30 school days to complete; around 3 days per update. It can be released by the teacher update by update or as a unit for students to work through at their own pace. Be cognizant of student self-pacing for the group discussion and collaboration activities!
This novel was selected as the introduction text for literary analysis because of its unique combination of traits. It is not a long text; only about 100 pages in total. It is a story that most students are familiar with in another iteration, but the source material is rich with vocabulary and historical context that changes and influences meaning. The characters are distinct and memorable, making them easy to discuss and dissect. The staves (chapters) follow a similar, fairly simple plot structure. Resources abound for supporting students through the text. It is different from anything the students have been asked to read closely before; it holds their interest while challenging them.
CCSS Addressed Throughout the Unit (Common Core State Standards Initiative, 2019):
Major Unit Components:
By the end of this update, I will be able to:
Victorian England is a time of rapid economic change and expansion. Read/watch the resources below to get an idea of what the time period was like.
Retrieved from: https://www.youtube.com/watch?v=oPKIgB11XuA
Retrieved from: https://www.youtube.com/watch?v=dlHV8tvngxU
Now that you've reviewed these sources, consider what social issues you think were most prominent at the time. Remember, a social issue can be defined as "social conditions that disrupt or damage society" (Social Problems, 2011).
Create an update in which you explain your social issue - what is it, which sources helped you determine what it was, and who did it impact?
Knowing that this unit focuses on analyzing Charles Dickens' A Christmas Carol, what do you think these sources might help us predict about the text? Comment on this update with your prediction. Try very hard not to rely on alternate versions in your prediction!
The purpose of this update is to provide students with context for the time period in which Dickens wrote and set the novel, A Christmas Carol. This tends to be a period in history for which sixth graders (ages 10-12, usually) have absolutely no context. There is certainly the opportunity to expand this update and have students become very well-versed in the time period. As written, this is meant to serve as an introduction to the major elements that appear in Dickens' work: the extreme divide between wealth and poverty, and the plight of the impoverished child. All suggested texts are at an appropriate level for sixth graders in terms of complexity, but depending on the class, you may need to make adjustments due to length or content.
CCSS Addressed:
The update is structured so that students will interact with the presented texts and look for commonalities between them to identify a signficiant social issue of the time. For students who struggle with synthesizing information, reading numerous texts, or organizing their thoughts in writing, consider providing the significant social issue (wealth inequality) and have students find elements in the texts to support that. For students who need extension or enrichment, consider having them research through their library database access to find additional sources to support the social issue they found in the assigned texts.
While not referenced on the student side of this unit, I highly recommend a goal-setting template for students to use while progressing through these updates. This will help students focus on time management as well as providing useful information to the instructor regarding pacing and supports needed. This is the one I use.
Note: The first link for students "Victorian Age" takes them to the student Brittanica database. If your district doesn't provide student log-ins, remove the link.
By the end of this update, I will be able to:
Charles John Huffam Dickens was a significant, prolific author during the Victorian Era in England. He published one of his most famous novels, A Christmas Carol in December of 1843. Review the resources below to gain an understanding of his life and writing.
Dickens' Life:
Retrieved from: https://www.youtube.com/watch?v=unKuZ2wlNdw
A Christmas Carol
Retrieved from: https://www.youtube.com/watch?v=tRl1rZzJHqw
Retrieved from: https://www.youtube.com/watch?v=cTHAN3_P7uE&feature=youtu.be
You have now learned quite a bit about Dickens, his life, and his motivations for writing A Christmas Carol. Follow teacher directions for forming a small group to discuss the relationships in Dickens' life. With your group, choose one relationship that was particularly important or influential and create an update that explains why you chose that relationship and how that relationship impacted Dickens. Comment on at least two other updates asking clarifying questions or providing additional support.
The purpose of this update is to familiarize students with Charles Dickens, his life, and its impact on his writings. Many will have seen at least one version of "A Christmas Carol" as a film or show, but very few have experience with the original text. Dickens' unique life experiences are especially relevant in this book, and understanding him will (hopefully) make the text easier for students to understand.
CCSS Addressed:
The update is structured so that students will review several sources regarding Charles Dickens' life and the writing of A Christmas Carol. They are asked to interact with peers to determine what relationship in Dickens' life is most important/impactful/significant and create an update about it. Use your judgment to determine how student groups will be structured. Consider grouping students with different backgrounds together to see if the relationships they identify as important differ. We will revisit this update at the end of the novel to see if that important relationship influenced the text in any way.
Struggling students could be provided with a paper timeline on which to take notes throughout the sources, or the resource review could be partially completed for them (or allowed to take place in groups).
Allow excelling students to tackle a more complex question: instead of which relationship in Dickens' life is most important, which relationship do they think will impact the text the most.
By the end of this update, I will be able to:
The novel, A Christmas Carol, was an incredibly quickly written book that quite literally changed the Christmas season. Charles Dickens was a man on a mission, one that involved convincing his wealthy audience to look outside of themselves, and he knew that would be a tough sell. Before the book even begins, he addresses his audience in the Preface.
Before you do any of the activities for this update, please take the time to do the following:
The Preface
Once you have completed your during reading requirements, follow teacher directions for translating the text into modern words. Your job isn't to maintain a word-for-word literal translation, but to take Dickens' message and make it readily accessible today. You may want to start by looking up the words that are unfamiliar.
Once you have your translation, think about what Dickens was trying to tell his audience about what was coming. Create a list of at least 3 expectations that you have for the novel based on the Preface. Create an update with your list of expectations. Comment on one update with an expectation you didn't think of, but agree with, explaining why. Comment on one update with an expectation that you disagree with, explaining why.
Now it's time to start the novel! The prologue of A Christmas Carol was Dickens' opportunity to speak directly to the audience and set their expectations. The purpose of this update is to help students set foot into the audience of the text, establish their expectations, and ensure an understanding of Dickens' style and intentions.
CCSS Addressed:
In this update, students are asked to read and listen to the prologue and form a list of questions. Then, in small groups (or with the teacher) they are attempting to translate the prologue and answer their questions in the process. The result will be a modernized version of the prologue that they will turn into a list of expectations for the novel, which they will post as an update.
This is a complex series of activities that might be best done as a whole group. Consider allowing students who demonstrate understanding of the prologue's message (that this is a ghost story that presents an idea/philosophy that might upset its wealthy audience, but that Dickens believes that they can change and, in turn, change London for the better) as leaders during the translation/expectation process to allow the teacher to focus on students who are struggling to comprehend the prologue.
An acceptable translation of the prologue might be:
I have tried, in this short novel with ghosts, to get you to think about an uncomfortable idea that I hope doesn't make you upset with yourselves, your social class, with the Christmas season, or with me (Charles Dickens). If you stick with me, the idea will change the way you act for the better for as long as you're willing.
An acceptable expectation list should include:
Note: In the Student Content, only one Audio/Text option will be mentioned, but there are many available online for free that are good quality.
By the end of this update, I will be able to:
Retrieved from: https://www.youtube.com/watch?v=tUBe0_J4En8
Using the audio above, and the text linked here (Lit2Go), read the first Stave (chapter) of A Christmas Carol. After reading, complete the Stave 1 Quiz attached to this update to show your understanding. Make sure you use the text as you take the quiz to help you!
Once you have finished that, move on to the options below. For each Stave, you will be required to complete 2 independent tasks (submitted according to teacher direction), and one group task, submitted as an update. You will also need to comment on two other group's updates, offering clarification, support, or debate as appropriate.
Individual Tasks:
Group Tasks (create update after finishing):
Character Impact Analysis - With a small group, discuss the relative impacts of no fewer than 3 major characters in the Stave, eventually choosing one character whose impact is greatest. The metric by which you determine "greatest" is up to the group, and should be explained in your update. At least three reasons with supporting text evidence for your chosen character should be explored.
Translation Activity - With a small group, modernize the section of the text below, striving to keep the meaning the same to Dickens' original but modernizing the language, phrasing, and style. Post your translation as an update.
As an individual, comment on two other group's updates, offering clarification, support, or debate as appropriate.
The purpose of this update is to read and comprehend Stave One of Dickens' A Christmas Carol. The Stave updates will all follow the same format, of three individual task options and two group choices. The recommendation is that students complete two individual and one group each Stave, in addition to the Stave quiz, before moving on. The activities are deliberately selected to address different skills, and depending on the students, the instructor may need to make different choices for groups of or individual students. Activity explanations are provided below the CCSS.
CCSS Addressed:
The update is structured so that students will interact with the presented text and look for specific examples of elements of the text that would be valuable in a literary analysis. Students will work individually and collaboratively to create meaning from the Stave.
Individual Tasks (consistent for all 5 Staves):
Group Tasks (consistent for all 5 Staves):
Suggestions: In general, the character log is a benefit to every student. Google It is often a struggle for students whose comprehension skills are lower because their instinct is to skip over the things they don't know, and being forced to look for those words brings their reading difficulties to the forefront. I generally ask my students to do this activity at least once, and we spend time discussing how important it is to use your resources to make sure you fully comprehend a text.
The translation activity is challenging. Reminding students that the goal is not a word for word translation but a holistic retelling will be a consistent need. Refer them to the preface translation activity from update 3 as a reminder.
By the end of this update, I will be able to:
Retrieved from: https://www.youtube.com/watch?v=SMyespCjz84
Using the audio above, and the text linked here (Lit2Go), read the second Stave (chapter) of A Christmas Carol. After reading, complete the Stave 2 Quiz attached to this update to show your understanding. Make sure you use the text as you take the quiz to help you!
Once you have finished that, move on to the options below. For each Stave, you will be required to complete 2 independent tasks (submitted according to teacher direction), and one group task, submitted as an update.
Individual Tasks:
Group Tasks (create update after finishing):
Comment on two other group's updates, offering clarification, support, or debate as appropriate.
The purpose of this update is to read and comprehend Stave Two of Dickens' A Christmas Carol. The Stave updates will all follow the same format, of three individual task options and two group choices. The recommendation is that students complete two individual and one group each Stave, in addition to the Stave quiz, before moving on. The activities are deliberately selected to address different skills, and depending on the students, the instructor may need to make different choices for groups of or individual students.
CCSS Addressed:
The update is structured so that students will interact with the presented text and look for specific examples of elements of the text that would be valuable in a literary analysis. Students will work individually and collaboratively to create meaning from the Stave. See instructor notes on 4. Stave One for activity descriptions.
This stave's translation is the scene in which Scrooge gets dumped by his girlfriend. Consider encouraging capable groups to film their modernization if time allows and posting the video as their update. (Think reality TV episodes.)
By the end of this update, I will be able to:
Retrieved from: https://www.youtube.com/watch?v=--ClNV1qMU0
Using the audio above, and the text linked here (Lit2Go), read the third Stave (chapter) of A Christmas Carol. After reading, complete the Stave 3 Quiz attached to this update to show your understanding. Make sure you use the text as you take the quiz to help you!
Once you have finished that, move on to the options below. For each Stave, you will be required to complete 2 independent tasks (submitted according to teacher direction), and one group task, submitted as an update.
Individual Tasks (If you've done the same tasks for Stave One and Stave Two, mix it up this time!):
Group Tasks (create update after finishing):
Comment on two other group's updates, offering clarification, support, or debate as appropriate.
The purpose of this update is to read and comprehend Stave Three of Dickens' A Christmas Carol. The Stave updates will all follow the same format, of three individual task options and two group choices. The recommendation is that students complete two individual and one group each Stave, in addition to the Stave quiz, before moving on. The activities are deliberately selected to address different skills, and depending on the students, the instructor may need to make different choices for groups of or individual students.
CCSS Addressed:
The update is structured so that students will interact with the presented text and look for specific examples of elements of the text that would be valuable in a literary analysis. Students will work individually and collaboratively to create meaning from the Stave. See instructor notes on 4. Stave One for activity descriptions.
This is, basically, the halfway point in the novel. Consider offering a small-group (or large-group) session to check character logs and make sure students are on the same page about who is who and why they matter. Staves 4 and 5 happen quickly and are confusing if we're not all on the same page!
The translation is the section with Ignorance and Want, which is at once, a very obvious and a very complicated metaphor. Struggling groups may need the hint that, in this scenario, Dickens is using the ghost as his mouthpiece to directly address the wealthy (Scrooge).
By the end of this update, I will be able to:
Retrieved from: https://www.youtube.com/watch?v=FFAHQHN7X2U
Using the audio above, and the text linked here (Lit2Go), read the fourth Stave (chapter) of A Christmas Carol. After reading, complete the Stave 4 Quiz attached to this update to show your understanding. Make sure you use the text as you take the quiz to help you!
Once you have finished that, move on to the options below. For each Stave, you will be required to complete 2 independent tasks (submitted according to teacher direction), and one group task, submitted as an update.
Individual Tasks:
Group Tasks (create update after finishing):
Comment on two other group's updates, offering clarification, support, or debate as appropriate.
The purpose of this update is to read and comprehend Stave Four of Dickens' A Christmas Carol. The Stave updates will all follow the same format, of three individual task options and two group choices. The recommendation is that students complete two individual and one group each Stave, in addition to the Stave quiz, before moving on. The activities are deliberately selected to address different skills, and depending on the students, the instructor may need to make different choices for groups of or individual students. Activity explanations are provided below the CCSS.
CCSS Addressed:
The update is structured so that students will interact with the presented text and look for specific examples of elements of the text that would be valuable in a literary analysis. Students will work individually and collaboratively to create meaning from the Stave. See instructor notes on 4. Stave One for activity descriptions.
Understanding the Phantom as a dynamic character is hugely important in this stave. As he represents Scrooge, his shift at the end of the Stave is a true indication of whether or not Scrooge will change in Stave Five.
The translation section for this Stave is two conversations among Scrooge's colleagues regarding his death. Scrooge does not understand that they're talking about him, and the implications of the conversation are lost on him initially. They are not, however, lost on the audience.
By the end of this update, I will be able to:
Retrieved from: https://www.youtube.com/watch?v=WHW2sFEYte4
Using the audio above, and the text linked here (Lit2Go), read the final Stave (chapter) of A Christmas Carol.
Once you have finished that, move on to the options below. For this Stave, you will be required to complete 2 independent tasks (submitted according to teacher direction) and participate in the discussion at the end of this post. Consider (or follow directions) regarding attending review sessions before moving on.
Individual Tasks:
Discussion: Post your thoughts on the question below as a comment on this update. Reply using @Name to at least three classmates whose perspectives surprised or interested you, offering clarifying questions or critiques.
The purpose of this update is to read and comprehend Stave Five of Dickens' A Christmas Carol. The Stave updates will all follow the same format, of three individual task options and two group choices. This stave is significantly shorter than the others, so the small group activities have been eliminated in favor of an online discussion on the instructor update regarding the permanence of Scrooge's change. The activities are deliberately selected to address different skills, and depending on the students, the instructor may need to make different choices for groups of or individual students.
CCSS Addressed:
The update is structured so that students will interact with the presented text and look for specific examples of elements of the text that would be valuable in a literary analysis. Students will work individually and collaboratively to create meaning from the Stave. See instructor notes on 4. Stave One for activity descriptions.
Whether Scrooge changes permanently is a hot topic, relatively speaking, among A Christmas Carol enthusiasts. There are compelling arguments to be made on both sides, and this would be a great opportunity for students to branch out and research themselves on whether they can support one side of the argument more readily than the other.
Before the culminating writing, be sure to offer another Character Log review session, as well as reviews for the plot and themes of the novel. Should you have students who have shown deep understanding of these concepts, consider having them lead small group sessions in a jigsaw or station rotation activity to review the novel!
In lieu of a final exam on A Christmas Carol, you will instead create a literary analysis that will be peer-reviewed and revised before being graded by your instructor. The requirements for your analysis are:
Literary Analysis of A Christmas Carol topics:
When you submit your draft, you will receive two peers' drafts to reflect on anonymously. The requirements are the rubric; be honest and clear. The review process is about improvement, not about hurt feelings. When you get your reviews back, you will be able to revise and submit your final copy for teacher review.
Rubric:
The peer-reviewed writing assignment is a literary analysis. Students are given several possible topics, but if a student comes up with an appropriate topic not on the list, let them run with it! The purpose of the writing activity is for students to engage deeply with the text and the resources they've created, explaining in detail an aspect of the story.
CCSS Addressed:
Be prepared to offer students support with all parts of the writing process, from creating an effective thesis to proving a conclusion that is both convincing and obvious. Using your expert writers as sounding boards would be a great option during this process. Providing students who are struggling with graphic organizers or fewer options is also a great way to start, and if students really are struggling, consider letting them complete the writing assignment in pairs.
Supporting them through the peer review process will also be necessary. The statement we use is "the rubric rules." The feedback offered needs to tie back to the rubric, not to personal connections (real or imaginary - since the reviews are anonymous). Talking about how you don't have to accept all the feedback you're given can often take the sting out of reading peer reviews, but do remind students that they need to read the entire review!
audiobooks2listen. (2013, January 29). Audiobook: A Christmas Carol by Charles Dickens - stave one - Marley's ghost [Video file]. Retrieved from https://www.youtube.com/watch?v=tUBe0_J4En8
BBC. (2014). Charles Dickens. Retrieved November 22, 2019, from http://www.bbc.co.uk/history/historic_figures/dickens_charles.shtml
The British Library. (2014, June 9). The origins of A Christmas Carol [Video file]. Retrieved from https://www.youtube.com/watch?v=cTHAN3_P7uE&feature=youtu.be
Broich, J. (2016, December 13). The real reason Charles Dickens wrote A Christmas Carol. Retrieved November 22, 2019, from TIME website: https://time.com/4597964/history-charles-dickens-christmas-carol/
[A Christmas Carol cover]. (n.d.). Retrieved from https://images-na.ssl-images-amazon.com/images/I/51RNP4No-5L._SX301_BO1,204,203,200_.jpg
Classics out loud. (2013, November 12). Charles Dickens: A Christmas Carol - stave III. (audio dramatisation) [Video file]. Retrieved from https://www.youtube.com/watch?v=--ClNV1qMU0
Collins, P. (2019, November 1). Charles Dickens. In Encyclopædia Britannica. Retrieved November 22, 2019, from https://www.britannica.com/biography/Charles-Dickens-British-novelist
Common Core State Standards Initiative (Ed.). (2019). English language arts standards. Retrieved November 20, 2019, from http://www.corestandards.org/ELA-Literacy/
Dickens, C. (1843). "Stave I". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2824/stave-i/
Dickens, C. (1843). "Stave II". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2825/stave-ii/
Dickens, C. (1843). "Stave V". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2826/stave-v/
Dickens, C. (1843). "Stave IV". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2826/stave-iv/
Dickens, C. (1843). "Stave III". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2826/stave-iii/
Dickens, C. (1843). "Preface". A Christmas Carol (Lit2Go Edition). Retrieved November 22, 2019, from https://etc.usf.edu/lit2go/160/a-christmas-carol/2823/preface/
Dickens, C. (2010, April 6). The life of Charles Dickens [Video file]. Retrieved from https://www.youtube.com/watch?v=unKuZ2wlNdw
[Dickens at desk]. (n.d.). Retrieved from http://thewestendnews.com/wp-content/uploads/2015/12/dickens-at-desk.jpg
The Dickens Project. (2016, November 30). Charles Dickens, 1812-1870. Retrieved November 23, 2019, from UC Santa Cruz website: https://dickens.ucsc.edu/resources/teachers/carol/dickens_1812_1870.html
The Dickens Project (Ed.). (2016, November 30). The illustrations. Retrieved November 24, 2019, from UC Santa Cruz website: https://dickens.ucsc.edu/resources/teachers/carol/illustrations.html
DKfindout! (2019). Victorian Britain [Fact sheet]. Retrieved November 22, 2019, from https://www.dkfindout.com/us/history/victorian-britain/
Eschner, K. (2016, December 19). Why Charles Dickens wrote A Christmas Carol. Retrieved November 22, 2019, from https://www.smithsonianmag.com/smart-news/why-charles-dickens-wrote-christmas-carol-180961507/
french, E. (2017, December 24). A Christmas Carol stave 5 "the end of it" told by Edward E. French [Video file]. Retrieved from https://www.youtube.com/watch?v=WHW2sFEYte4
Genna, C. (2018, March 13). A Christmas Carol stave 2 audio book [Video file]. Retrieved from https://www.youtube.com/watch?v=SMyespCjz84
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Leech, J. (1843, December). [Original title page of A Christmas Carol]. Retrieved from https://thumbs-prod.si-cdn.com/QKbo7z59DrkiMfyK5ZHsl2TNmPE=/800x600/filters:no_upscale()/https://public-media.si-cdn.com/filer/28/14/2814039c-8b50-4397-ae65-add607bccd0b/charles_dickens-a_christmas_carol-title_page-first_edition_1843.jpg
Movieclips Coming Soon. (2017, November 1). The man who invented Christmas featurette: Meet Dickens [Video file]. Retrieved from https://www.youtube.com/watch?v=tRl1rZzJHqw
Pattison, P. (n.d.). Child Labour in the Lake District. Retrieved November 22, 2019, from English Heritage website: https://www.english-heritage.org.uk/visit/places/stott-park-bobbin-mill/history/child-labour-lake-district/
Pearce, J. (2016, November 30). A Christmas Carol stave 4 audio [Video file]. Retrieved from https://www.youtube.com/watch?v=FFAHQHN7X2U
Policelli, N. (2014, December 16). Social classes: Victorian England [Video file]. Retrieved from https://www.youtube.com/watch?v=dlHV8tvngxU
A short biography of Charles Dickens. (2007). Retrieved November 22, 2019, from http://www.dickens-online.info/charles-dickens-biography.htm
Social life in Victorian England. (n.d.). Retrieved November 22, 2019, from British literature wiki website: https://sites.udel.edu/britlitwiki/social-life-in-victorian-england/
(2011). Social Problems. obo in Sociology. doi: 10.1093/obo/9780199756384-0052
Victorian Age. (2019). In Encyclopædia Britannica. Retrieved from https://school.eb.com/levels/middle/article/Victorian-Age/605270
Washington Township Public Schools. (n.d.). Literary analysis. In WTPS reference. Retrieved from https://www.wtps.org/cms/lib/NJ01912980/Centricity/Domain/1794/Literary%20Analysis.pptx
Zeller, E. (n.d.). Types of jobs children had during the Industrial Revolution. In A. Koolbreeze (Author), Types of jobs children had during the Industrial Revolution. Retrieved November 22, 2019, from http://docs.google.com/document/d/1SnxbjkYXJsMjVxqVVStUggrpulLUhiO78Kyqk86DxiI/edit?usp=sharing