Bell Task: Quotation Explosion 5 minutes CHARACTER (AO1): How does Dickens want the audience to feel about Scrooge here? What is he defined by? LANGUAGE (AO2): ‘covetous’ and ‘sinner’… what semantic field is this, and what does it suggest about Scrooge? Oh! but he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! LANGUAGE (AO2): ‘squeezing’, ‘wrenching’, ‘grasping’, ‘clutching’… what word class are these, and what do they show about Scrooge as a character? LINK: Which other character in STAVE 1 does this link to, and how does it compare to Scrooge at the end of the novel? Usual – students use questions to annotate printed off version (on next slide) CONTEXT (AO3): How does the metaphor ‘tight-fisted hand at the grindstone’ link to Victorian views of poverty and the poor?

Link ideas and evidence to inferences, Dickens’ methods, and the wider context (Level 3, Grade 5) Identify key ideas and changes to do with the character of Scrooge, providing effective evidence (Level 3, Grade 5) 2 minute overview of learning outcomes with key terms and ‘Dirty 30’ (edit as needed) Narrative Theme Protagonist Decided Necessary

STARTER: Tracking Scrooge (Stave 1) 10 mins Oh! but he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! Hard and sharp as flint, from which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster. The cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red, his thin lips blue; and spoke out shrewdly in his grating voice. It was the very thing he liked. To edge his way along the crowded paths of life, warning all human sympathy to keep its distance Every idiot who goes about with 'Merry Christmas' on his lips should be boiled with his own pudding, and buried with a stake of holly through his heart. ‘Are there no prisons?...and the Union workhouses?’ ‘If they had rather die then they better do it, and decrease the surplus population.’ At the start of the novel, Scrooge is presented as: POINT 1: EVIDENCE: For example: POINT 1: Scrooge is presented as isolated and unsociable. EVIDENCE: ‘It was the very thing he liked. To edge his way along the crowded paths of life’ (Stave 1) Students use quotation from left to identify point and evidence (list in book using yellow box to model format)

Tracking Scrooge: Shifts and Changes (STAVE 2-4) 5 minutes 'The school is not quite deserted,' said the Ghost. 'A solitary child, neglected by his friends, is left there still.‘ (STAVE 2) ‘He has the power to render us happy or unhappy; to make our service light or burdensome…the happiness he gives is quite as great as if it cost a fortune.’ (STAVE 2) “What Idol has displaced you?” he rejoined. “A golden one.” (STAVE 2) ‘Have they no refuge or resources?’ cried Scrooge. (STAVE 3) The Phantom slowly, gravely, silently approached. When it came, Scrooge bent down upon his knee; for in the very air through which this Spirit moved it seemed to scatter gloom and mystery. (STAVE 4) “Spirit.” he said, “this is a fearful place. In leaving it, I shall not leave its lesson, trust me. Let us go.” (STAVE 4) Holding up his hands in a last prayer to have his fate reversed, he saw an alteration in the Phantom’s hood and dress. It shrunk, collapsed, and dwindled down into a bedpost. (STAVE 4) Our view of Scrooge changes during the course of the novel: POINT 2: EVIDENCE: Students use quotation from left to identify point and evidence (list in book using yellow box to model format). Students use ‘Speak for My Team’. Shift or change likely to relate to our view of the character OR how the character behaves.

Tracking Scrooge: Shifts and Changes (STAVE 5) 5 minutes Really, for a man who had been out of practice for so many years, it was a splendid laugh, a most illustrious laugh. The father of a long, long line of brilliant laughs. ‘I am as light as a feather, I am as happy as an angel, I am as merry as a schoolboy. I am as giddy as a drunken man. A merry Christmas to everybody. A happy New Year to all the world. Hallo here. Whoop. Hallo.’ Running to the window, he opened it, and put out his head. No fog, no mist; clear, bright, jovial, stirring, cold; cold, piping for the blood to dance to; Golden sunlight; Heavenly sky; sweet fresh air; merry bells. Oh, glorious. Glorious. Scrooge was better than his word. He did it all, and infinitely more; and to Tiny Tim, who did not die, he was a second father. By the end of the novel, Scrooge: POINT 3: EVIDENCE: Students use quotation from left to identify point and evidence (list in book using yellow box to model format). At the end of this, students should have 3 points each with evidence, covering the whole text linked to the character. Essentially, this is a basic essay plan.

Real Exam Time (RET) Task 10 mins POINT: Make a thoughtful point about the extract EVIDENCE: Provide good evidence from the extract EXPLANATION: Analyse the methods and zoom in on key words. LINK: To the main ideas and the rest of the novel. What was Dickens’ intention? For example: POINT 1: Scrooge is presented as isolated and unsociable. EVIDENCE: ‘It was the very thing he liked. To edge his way along the crowded paths of life’ (Stave 1) Watch Me Work: We’re going to jointly model an effective exam-style paragraph based on the work so far… Teacher models construction of a model paragraph.

Class model response collaboratively Does it fit the PEEL structure? Does it link narrative, characters, themes, images and text? Does it fit the Level 3 criteria – clear and explained? Class evaluation of teacher’s model paragraph (model hidden on next slide).

Real Exam Time (RET) Task 8 mins Your Turn: Your task is to create a paragraph focussing on a shift or change in the character, or on how he has changed by the end… POINT: Make a thoughtful point about the extract EVIDENCE: Provide good evidence from the extract EXPLANATION: Analyse the methods and zoom in on key words. LINK: To the main ideas and the rest of the novel. What was Dickens’ intention? At the beginning of the novel, Dickens presents Scrooge as [POINT]. For example, in [STAVE], Dickens writes that [EVIDENCE], suggesting that [WHAT IT SHOWS]. The use of [TECHNIQUE, IF POSSIBLE] conveys the idea that [WHAT IT SHOWS], with the [WORD CLASS, THEN WORD] in particular implying that [WHAT IT IMPLIES]. This links to [MAKE A CONNECTION TO ELSEWHERE]. In terms of the novel as a whole, Scrooge [HOW THIS LINKS TO EARLIER/LATER]. For an reader of the time [HOW THEY WOULD VIEW THIS]. For a modern reader [HOW WE VIEW THIS]. If time, or if appropriate in terms of level of staff confidence – students create model paragraph

Real Exam Time (RET) Task – Self / Peer Assessment 5 mins AO1 Does it fit the PEEL structure? Does it link narrative, characters, themes, images and text? Does it fit the Level 3 criteria – clear and explained? AO2 POINT EVIDENCE EXPLANATION LINK Self / peer assessment (if appropriate to skill level of students) AO3

Plenary Traffic Lighting: Skill / Topic RAG 5 minutes Traffic Lighting: Just for your own benefit, RAG yourself on the skills and topics we’ve covered this lesson. Which areas do you feel least confident with? How could you address these? Skill / Topic RAG Identifying key ideas to do with Scrooge Remembering quotations to support the points Selecting language points Making links across the novel Connecting points to themes and context Constructing analytical paragraphs Students ‘RAG’ themselves against lesson content – how do they feel?

Link ideas and evidence to inferences, Dickens’ methods, and the wider context (Level 3, Grade 5) Identify key ideas and changes to do with the character of Scrooge, providing effective evidence (Level 3, Grade 5) Narrative Theme Protagonist Decided Necessary