Constructivist Unit

Constructivist Unit
A Christmas Carol
by Charles Dickens
Traci Shefka
Grade 7
Objectives
Students will read an excerpt from A Christmas Carol and a play
version of the story.
Students will learn about England in the 1800s, including
traditions, economy, education, living conditions, and the life of
Charles Dickens, the author.
Students will compare the movie version of A Christmas Carol
with the excerpt/play version.
Students will be exposed to classic English literature and
understand the concept of philanthropy.
Students will define and identify the literary terms: symbolism,
and characterization.
Wisconsin State Teaching Standards

1.
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10.
Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines
she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that
supports their intellectual, social, and personal development.
Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to
encourage children's development of critical thinking, problem solving, and performance skills.
Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, pupils, the community, and curriculum goals.
Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the pupil.
Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices
and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow
professionally.
Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
Viterbo Franciscan Values
Hospitality
Integrity
Contemplation
Stewardship
Service
Language Arts Strands
Reading:
Writing
Speaking and Listening
Language
Producing Visuals
Viewing
Day 1
Unit begins with a webquest to build background on Victorian England.
Teacher sets up groups of students for Jigsaw. Each group gets a category:
union workhouses, child labor, Charles Dickens, food, Victorian England
society, and education. Students go to the computer lab to research their
mini-topic. Students return to the room to discuss their findings and fill out
the Then and Now: Compare and Contrast Chart while listening to their
classmates. Teacher downloads a copy of the filled out chart and puts it on
the wiki or the teacher class page.
Materials needed: notebooks, Comparing Past to Present handout
Common Core ELA Strands

Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's
portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
Day 2
Teacher defines characterization, students write in notebooks. Teacher and
students read and discuss postscript from A Christmas Carol (which has been written on
the board). Hand each student a copy of Stave 1 of the novel. Students should have
two different colored highlighters. Students will be reading the text twice, once today
and once tomorrow on day 3. The first time, while the teacher reads the text, the
students will highlight any words that deal with or point to the characterization of the
main character, Ebenezer Scrooge. Teacher pairs up the students and has them
compare their highlighted words. Class reconvenes and teacher uses ipad/computer on
the projector to display the words found. Teacher adds to the list as needed.
Materials needed: handouts of Stave 1 of A Christmas Carol, two different colored highlighters,
notebooks, projector, board, cerebral cortex
Common Core ELA Strand

Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Day 3
Students take out their copy of Stave 1. Teacher and class review
characterization. Teacher divides class into five groups. On five different tables there
are five pieces of butcher paper. Each one is labeled with a heading: Characters
Speech, Characters Appearance, Characters Private Thoughts, How Other Characters
Feel About the Character and React to Him/Her, and Characters Actions. Under the
heading the paper is divided into two columns: Example and What You Learned About
the Character From This Example. There is a different colored marker at each table.
Students bring their copy of Stave 1 with them to the assigned table. Teacher gives
each group about 5 minutes to research and record their findings and evidence and
then each group switches to the next table. At the end of the activity, students are
asked to choose the top three answers and star them. Students share the three top
findings out loud with the class. Teacher hangs up/displays the finished posters and
the students fill in their characterization chart.
Materials needed: Five (5) pieces of butcher paper or posterboard, five different colored markers, Stave 1
http://freeology.com/wp-content/files/characterization2.pdf

Key Ideas and Details:
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
Day 4
Students bring out Stave 1 and a different colored highlighter than they used for the characterization
activity. This time they read the excerpt with a partner. Directions are to highlight the vocabulary words
they believe are important, or that they do not understand. Once they do this the teacher gives them 10
sticky notes. They must go back to their list and choose their top ten (10) vocabulary words. When
finished, the words will be posted on the board. This will be used to compile a Dickens Dictionary for the
class. (basically a bulletin board set aside for all the important vocab or vocab the kids do not understand)
Teacher and students go over the vocabulary together. Teacher (or student) is compiling the data and
posting on a google document during the discussion.
Alternative activity: Students are given a pre-made list of vocabulary from the teacher. The list is in
chart formation with three columns next to the words: Dont Know/Recognize/Know and Understand.
Teacher has a chart on the board, projected from the computer, or a large piece of posterboard with
the same format as the student copy. Students are asked to fill out sticky notes or enter their personal
information into the computer so that there is a visual for the kids and teacher.
Materials needed: handouts of Stave 1 of A Christmas Carol, two different colored highlighters,
notebooks, projector, board, cerebral cortex, vocabulary chart handout (for alternative activity)
https://docs.google.com/document/d/1aVdDlne8QoOroQUhICcxBgfGTeDWoU9pFSbVg0J_WoY/edit
Materials needed: Stave 1, second colored highlighter, 10 sticky notes per partner group, projector, bulletin board

Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
Day 5
Discussion and definition of symbolism and how it is used in literature, religion,
and in our daily lives. Have students choose a symbol that could represent them.
Discussion and definition of philanthropy. Have students come up with names of
modern day philanthropists.
Discuss terms: static and dynamic character, protagonist and antagonist...give and
ask for examples.
Question to think about as we are reading the play:
Is it possible for characters/people to change? Mini-discussion of question.
Begin reading play version of A Christmas Carol. Assign students character parts.
Ask for volunteers. Everyone will have a part to read.
Materials: notebook, cerebral cortex, play version of novel
Day 6
Students read play version of A Christmas Carol,
stopping when necessary for clarification/questions.
Day 7
Finish play if necessary.
When finished, divide students into groups of three, different groups than from the other
activities. Have each group complete a timeline of Scrooges life throughout the story and pick out
the most significant happenings. Each group should try to limit their choices to 12-15 important
happenings. The class will have roughly 10 minutes to complete this. Teacher will then bring the
class together again to go over their findings. Students will debate what is most important and
why. Teacher records classs final opinion stepping in when and if key elements are missed, writing
each of the pieces of information on a separate sheet of paper. When this is completed, teacher
mixes the pieces of paper up and asks for 12-15 volunteers (however many pieces of paper there
are). Teacher has kids come up and take a random piece of the timeline and kids get together to
put themselves in the correct order. Students not holding up paper in the class help direct the
timeline. Students can put the pieces of paper up with magnets or tape/sticky tack. Class votes on
whether the timeline is correct. If yes, great, if not, teacher guides class with clues or has them
look over their reading once more to make corrections. Timeline stays up, or teacher takes it down
and makes students (new ones this time) put it in order as they are coming into class the next day
as a sort of entrance ticket.
Materials: 12-15 pieces of large white paper (11x14), textbook/play, markers, sticky tack or magnets, notebooks

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Day 8
Teacher will have written on board, Eucharist, Holy Spirit, and Halloween. Teacher
and students will come up with symbols for each of the topics and discuss their choices.
Teacher then hands out a sheet of paper to each student that they should fold twice,
creating four squares. Students will write four different characters names, one in each
square: Scrooge, Fred, Bob Cratchit, and Tiny Tim. Pair kids up and have them fill in their
sheet with objects they think could symbolize each of the characters. Each student group
presents their findings to the class. Teacher hands out shrinky dink plastic sheets. Each
student chooses a character (character does not have to be one of the four from the activity)
and draws a depiction of the symbols he/she relates to that character. Students share their
drawings, cut them out of the plastic and give to the teacher. Teacher brings home to bake
the ornaments and they are brought back to school to decorate the classroom Christmas tree.
Materials: 8x11 paper, shrinky dink plastic sheets, markers
https://docs.google.com/document/d/1sSz9Bq4CeEMKM92H1y2UxJ9jrOm60K9e2Y_nCtqlQCc/edit

Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
Day 9
Teacher has students compile a before and after comparison for
Scrooge. Class discussion about if, how, and why people change. Teacher
reviews friendly letter format for students using projector. Assignment is for
students to write a Dear Scrooge letter. What would the students say to
Scrooge if they had a chance? Make sure to include the entire span of
Scrooges character in the story. Teacher refers to the Dickens Dictionary list
that the class has compiled and students must use at least five of those words
in their letter. Students work on their rough draft. Before they leave the
classroom, they will have at least two other students proofread their letter.
Proofreaders will sign their name on the bottom of the rough draft. Students
will have to have the letter typed by the end of the unit.
Students begin watching the George C. Scott version of A Christmas Carol.
Materials: paper, notebook, projector, friendly letter template, A Christmas Carol DVD

Determine a theme or central idea of a text and analyze its development over the course of the text; provide
an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Day 10
Students finish watching the movie, A Christmas Carol in class. While they are
watching the video they are filling in a graphic organizer to help them keep track of the
elements of the story. The final assignment for the unit will be for the students to do a
comparison/contrast paper on the play version versus the movie version. After the movie
students are split up into groups to go over the information from the movie and to brainstorm
differences/similarities. Students fill out a book versus movie guided worksheet to help
organize their ideas. As part of the paper the students must also critique which format they
liked better and why.
Materials: video and graphic organizers
http://2.bp.blogspot.com/-VWA9p4kZc7U/Uef-AthUGXI/AAAAAAAAFJc/P4VDOC81dEk/s400/Book+Vs
+Movie+Printable.JPG
http://4.bp.blogspot.com/-qG8mPxzTbIQ/UffMFkq17CI/AAAAAAAAFXs/aUv9d-qHuvU/s640/The-mov
ie-vs-the-book.PNG

Integration of Knowledge and Ideas:
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Text Types and Purposes:

CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Day 11
Culminating activity: Students are invited to dress in Victorian era clothing and bring in foods
from England in the 19th century. Students will try to use the lingo from the novel as much as
possible. Teacher will have 19th century games set up for kids to play.
http://www.historylives.com/toysandgames.htm
In addition to any games I can actually find for the kids to play, I will have them play the game from
the novel: Yes and No, which is called Simile in the movie and is similar to the game Twenty
Questions.

Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.

Constructivist Unit

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Constructivist Unit

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Copyright:

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Constructivist Unit

Wisconsin State Teaching Standards

Viterbo Franciscan Values

Language Arts Strands

Common Core ELA Strands

Common Core ELA Strand

Common Core ELA Strand

Common Core ELA Strand

Common Core ELA Strand

Common Core ELA Strand

Common Core ELA Strand

Common Core ELA Strand

Text Types and Purposes:

Common Core ELA Strand

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