A Christmas Carol Introduction

Overview

This 40-minute lesson introduces three Year 10 students with autism to A Christmas Carol by Charles Dickens. The lesson supports the Step Up to English qualification and aligns with the National Curriculum for England, focusing on personal engagement with texts, comprehension skills, and basic literary understanding. The individualised structure ensures each student works independently at their own pace, with sensory and communication needs considered.

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National Curriculum Alignment

• English Programme of Study: Key Stage 4 (Years 10-11)

  • Reading – comprehension
    Pupils should be able to:
    • Read and comprehend a range of texts, including classic literature (NC KS4 English PoS).
    • Identify and explain the impact of language, form and structure on meaning.
  • Writing
    Pupils should be able to organise and structure ideas and information clearly, with accurate spelling and punctuation (NC KS4 English PoS).
  • Spoken language
    Pupils should be able to listen and respond appropriately to others (NC KS4 English PoS).

• Step Up to English (Functional Skills English Levels 1-2 Alignment):

  • Understand straightforward narratives.
  • Use skills to answer questions about texts showing comprehension of events and characters.
  • Express opinions about texts with basic justification.

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Learning Objectives

By the end of this lesson, each student will:

1. Identify the main character of A Christmas Carol (Ebenezer Scrooge).
2. Understand the basic premise and setting of the story.
3. Recognise one key theme from the introduction (e.g., generosity or change).
4. Develop confidence in expressing a personal response to the text, verbally or written, suitable to their ability level.
5. Begin to use evidence from the text (images or small extracts) to support understanding.

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Resources Needed

• Individual printed copies of a highly simplified A Christmas Carol story summary (approx. 150 words) with visuals.
• Colourful character cards with pictures and short descriptions (include Scrooge, Marley’s ghost, and the three spirits).
• Large print version of a relevant short, simple quotation.
• Whiteboard and coloured markers.
• Personal response sheets tailored to each student’s writing level, with sentence starters and symbols if needed.
• Headphones (optional, for sensory regulation).
• Timer or visual schedule to support time management.

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Lesson Structure

1. Welcome and Settling (5 minutes)

• Greet each student individually by name to create a calm and safe start.
• Briefly explain the lesson’s activities using simple, clear language and visual aids (visual timetable).
• Remind students that they will be working independently, but support is available at any time.

2. Introduction to A Christmas Carol (10 minutes)

• Present the simplified story summary with pictures.
• Read aloud slowly, ensuring students follow the text at their own pace.
• Pause to point out and explain the main character, Ebenezer Scrooge, using the character card.
• Ask simple comprehension questions, for example:
  • "Who is this?" (point to Scrooge card)
  • "Is Scrooge happy or grumpy?" (encourage yes/no or one-word answers).

3. Exploration of a Key Theme (10 minutes)

• Introduce theme of generosity using a simple visual: a gift or sharing image.
• Ask each student to look at the image and think about what it might mean in the context of the story.
• Provide sentence starters or symbols (e.g., happy face/sad face) for students to respond:
  • Examples: "Scrooge does not like to ___." / "Sharing is ___."
• Encourage responses either verbally, written, or by selecting symbols.

4. Personal Response Activity (10 minutes)

• Provide individualised response sheets with options based on each student’s writing or communication level.
  • Student 1 (writing level): Write or copy a sentence about Scrooge.
  • Student 2 (symbol level): Match emotions (happy, sad, angry) to Scrooge from pictures.
  • Student 3 (verbal level): Use prompt cards to answer a brief oral question about Scrooge.
• Allow quiet, independent working time with gentle prompts from you as needed.
• Use a visual timer to help students manage their time.

5. Plenary and Reflection (5 minutes)

• Gather responses from each student and praise their efforts.
• Ask each student (one-by-one) to share one thing they have learned or liked about the story or lesson, using their preferred method of communication.
• Summarise the lesson: "Today, we met Scrooge and started to understand the story A Christmas Carol."
• Offer a preview that next time they will explore more characters or scenes.

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Assessment and Differentiation

• Formative Assessment:

  • Observe students’ ability to follow the text and respond to questions.
  • Collect personal response sheets to evaluate understanding of character and theme.
  • Note use of supported communication or expression methods.

• Differentiation:

  • Materials simplified and multi-sensory (text + images + symbols).
  • Individualised responses adjusted to each student’s communication style and level.
  • Use of visual supports and flexible timing.
  • Allow breaks or movement if required for sensory needs.

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Additional Notes for Teachers

• Keep language clear, concise, and literal to aid comprehension.
• Use positive reinforcement to boost confidence.
• Monitor sensory overload signs and provide breaks if needed.
• Use the student’s preferred method of communication throughout.
• Plan follow-up lessons that build on this introductory foundation, progressively adding more complex extracts or character insights.

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This carefully structured, sensory-friendly introduction to A Christmas Carol honours the National Curriculum's framework for literature while making the content accessible and engaging for autistic learners progressing towards their Step Up to English qualification.