A Christmas Carol By: Charles Dickens

1. A Christmas Carol By: Charles Dickens

2. About the Author • Charles Dickens • Born February 7, 1812 in Portsmouth, England to John Dickens and Elizabeth Barrow • Dickens’s family was financially comfortable at first, but eventually became very poor. His parents were sent to debtor’s prison, and young Charles was forced to work in a shoe factory. • Mostly self-educated • Married Katherine Hogarth and had 9 children. Hogarth was not a happy woman, and Dickens was not a good family man. • Wrote many successful novels including Nicholas Nickelby,A Tale of Two Cities, Great Expectations, and A Christmas Carol.

3. About the Author cont. • Throughout his life, Dickens sought to right the wrongs he saw done around him, both through his writing and through social activism. Here are a few ways Dickens fought against the wrongs he saw in British society: • He crusaded for children’s rights, was an advocate of child labor laws to protect children, and he opposed cruelty, deprivation, and corporal punishment of children. • He believed in and lobbied for just treatment of criminals.

4. Historical Context • Dickens lived in an age of contradictions: the very rich and the very poor

5. Historical Context cont. Dickens’s used satire in his writing to shed light on the less glamorous parts of society, and to highlight the necessity for change in those areas.

6. Historical Context cont. • In A Christmas Carol, Dickens protested a greedy, uncaring, materialistic society. Dickens called this book “a sledgehammer” he used to figuratively awaken his readers to the need for compassion and generosity in dealing with others.

7. SIFTT Analysis Sifting a book is used to pick out specific evidence from the text in order to discover and support the author's overall message. We will use the text “Thank You, M’am” by Langston Hughes as our working example.

8. Symbolism A symbol is a real thing that also stands for something else, like a flag, or a cross, or fire. Most anything might be a symbol and finding these symbols helps the reader to discover a whole new layer of meaning the author included into the book. Blue suede shoes – symbolic of unattained dreams and acceptance. Ten dollars - given to Roger by Mrs. Jones, represented the love, care, and support he had been deprived of for so long.

9. Imagery Imagery includes any words the author adds that appeal to one or more of the five senses. Authors carefully choose which images to include when writing a book. Close attention to imagery is important in understanding an author’s message and attitude toward a subject. “She was a large woman with a large purse that had everything in it but hammer and nails.” The purse could symbolize Mrs. Jones’ heart and sustenance. What Roger was attempting to take, he had no idea she was willing to give.

10. Figurative Language Figurative language includes things like similes, metaphors, and personification. Figurative language can be used to compare things to other things which, like imagery, can reveal an author’s attitude toward a subject. Idiom - “She reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.” Alliteration– “He looked as if he were fourteen or fifteen, frail and willow-wild…”

11. Tone The author’s implicit attitude toward the reader or the people, places, and events in a work as revealed by the elements of the author’s style. Tone is composed of imagery and figurative language along with diction and other elements. Tone can carry as much meaning to the story as the plot does. Reflective/Compassionate/Straightforward – “I were young once and wanted things I could not get… Um-hum! You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well I wasn’t going to say that… I have done things, too, which I would not tell you, son – neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.”

12. Theme In literature, a theme is a broad idea in a story, or a message or lesson conveyed by a work. This message is usually about life, society or human nature. Themes explore timeless and universal ideas. Most themes are implied rather than explicitly stated. Deep thematic content is not required in literature; however, some readers hold that all stories inherently project some kind of outlook on life that can be taken as a theme, regardless of whether or not this is the intent of the author. Themes arise from the interplay of plot, setting, character, conflict, and tone. Possible Themes Everybody deserves a second chance. or An act of kindness can make a difference in a person’s life.

13. Characterization:Open Mind Diagram Directions: • Give this diagram a title — let the reader know if it is a general look at the character as a whole or if it is the character’s mindset/personality at a particular moment. • Add three images that symbolize the character Images may be drawn, cut outs, computer graphics, photographs, etc. • Brainstorm around the images Around each image write four brainstorm statements (three words or less) that capture the character’s personality and frame of mind • Two citations Directly cite two sentences that clearly represent the character’s attitude and actions. Be sure to include the page # the quote came from (#)

14. Characterization:Open Mind Diagram • Guidelines: • Arrange the images, brainstorms and citations inside the open-mind to make a clear thought • Citations, images and brainstorms must all fit a central idea, point, or theme • Must be colorful • No lined paper • Be creative and unique • Grading: • 3 images -1 point each = 3 points • 12 brainstorms -1/2 point each = 6 points • 2 citations -1 point each = 2 points • Colorful and creative = 2 points • Title indicates the central theme = 2 points • Total Points Possible = 15 points

15. Journal In the short story, “What Do Fish Have to Do with Anything”, Mrs. Markham comments on p. 355, “Money will cure a lot of unhappiness… Maybe you can’t buy happiness, but you can rent a lot of it.” Tell us whether you agree or disagree with this statement. Use two pieces of text evidence, one from Avi and one from Dickens, to support your claim.

16. Warm Up Write a question that you would like the class to answer about the novel.