This resource guides students in independently analysing an extract focusing on the Cratchit family’s Christmas. It is part of a comprehensive scheme of work and lesson plan, which can be accessed via the link below. https://www.tes.com/teaching-resource/stave-3-poverty-and-the-cratchit-s-13046960

As a current EDUQAS examiner with experience marking both Paper 1 and Paper 2, I have created a comprehensive resource that includes exam tasks for Section A and Section B, along with top tips for success. This booklet can be adapted to suit the needs of classes.

This of work is designed as a introductory scheme for Year 9 transition/GCSE. The focus of the scheme is to explore various themes and start to examine key quotations. Focuses on AQA skills but could be easily adapted.

Pupils will complete an AQA exam style question, using a bespoke extract from Stave 4. Pupils are to use the work they have done in previous lessons to help them construct their response. There is a support sheet for struggling pupils.

Do Now (5 mins): Discuss how a ripple effect image links to Scrooge’s transformation. Main Activity (20 mins): Explain the impact of Scrooge’s change on characters like Bob Cratchit, Fred, and the portly gentlemen. Provide examples. **Deep Dive **(10 mins): Read an extract and answer questions on Dickens’ intentions. Conclusion (10 mins): Discuss Dickens’ success in promoting social change.

This lesson focuses on the reading of Stave 5, including exploration of quotations The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

The lesson in the attached PowerPoint file focuses on analysing Ebenezer Scrooge’s transformation in Charles Dickens’ “A Christmas Carol.” It begins with a “Do Now” activity that prompts students to summarise Scrooge’s misery and isolation, his visits from the ghosts of Marley, Christmas Past, Present, and Yet to Come, and their impact on him. The main activity involves writing a letter from Scrooge’s perspective, reflecting on his journey and interactions with the ghosts. This includes a model response and success criteria emphasising clear structure, emotional expression, and adherence to the period’s language style.

A lesson focused on the social and economic context of A Christmas Carol. Pupils will discuss Wlliam Hogarth’s Gin Lane and then analyse an extract from the stave, ultimately building to answer an exam style question.

This lesson focuses on the reading of Stave 4, including some discussion on the Ghost. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

This 15 page booklet includes ‘Do Now’ activities focused on SPaG. The activities link to literature texts such as: Macbeth An Inspector Calls Students spend the first 5 minutes of the lesson recalling SPaG rules and spellings before the content of the main lesson. Based on retrieval.

Focus on understanding Scrooge’s view on poverty in “A Christmas Carol.” Do Now Activity: Summarise the connection between Thomas Malthus’ ideas and Scrooge’s views on poverty. Write answers on whiteboards and reveal them on cue. Discussion: Discuss common viewpoints on poverty today. Link societal views today to Scrooge’s views in “A Christmas Carol.” Contextual Analysis: Analyse Scrooge’s quote, “It’s not my business,” reflecting Victorian attitudes towards poverty and laissez-faire economics. Discuss Dickens’ intentions to critique these views through Scrooge’s transformation. Context: Prisons and Workhouses: Overview of harsh conditions in Victorian workhouses and prisons. Discuss how Scrooge’s initial endorsement of these institutions reflects common Victorian attitudes. Highlight Dickens’ critique through Scrooge’s eventual transformation advocating compassion and social responsibility. Quotation Explosion: Analyse quotes showing Scrooge’s changing attitude towards the poor. Link comments to the broader context of “A Christmas Carol.” Reflection: How does Scrooge’s transformation encourage us to rethink wealth, poverty, and compassion?

Focus on understanding poverty through the Cratchit family in “A Christmas Carol.” Do Now Activity: Label an image of the Cratchit Christmas. Reflect on why Dickens included the Cratchit family. Main Task: Examine consequences of rapid urbanisation during the Victorian Era. Discuss how the Cratchit family’s situation reflects the realities of many working-class families. Explore how the Cratchit family’s home reflects living conditions of the poor. Discuss how Dickens critiques social and economic disparities through the Cratchit family. Independent Exploration: Study an extract from “A Christmas Carol.” Answer questions related to the extract. Discussion on Malthusian Views: Overview of Thomas Malthus’ theory on population and poverty. Link Scrooge’s attitudes towards the poor to Malthusian and social Darwinist views.

This lesson focuses on the reading of Stave 3, including some exploration of context, the Cratchit Family Christmas and a plot recall quiz. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

A booklet designed to educate students on war poetry, particularly from World War I. Lesson 1 – ‘Who’s for the Game?’ by Jessie Pope: Lesson 2 – ‘Dulce Et Decorum Est’ by Wilfred Owen: Lesson 3 – Comparing Poetry: Lesson 4 – ‘Suicide in the Trenches’: Lesson 5 - ‘The Manhunt’ Lesson 6 -‘August 6, 1945’