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Year 4 - English

Planning the opening of 'A Christmas Carol'

'A Christmas Carol': narrative writing and reading

Unit Summary

In this unit, pupils explore A Christmas Carol, learning about its context and developing comprehension through targeted questions. They analyse characterisation, themes, and the story's ending. Pupils then plan and write a setting description, along with the opening, build-up and climax.

Lesson Summary

You will learn to generate precise vocabulary to plan a narrative opening.

Key Notes

  • The purpose of the opening is to set the scene and introduce the main characters.
  • Ebenezer Scrooge is a miser who holds disdain for Christmas and this contrasts the general atmosphere in the setting.
  • The use of precise and descriptive vocabulary 'shows and tells' the reader about Scrooge's character.
  • Direct speech is an effective way to convey a character's thoughts and feelings.
  • An effective plan captures key vocabulary and is organised concisely.

Vocabulary To Learn

  • opening: the first section of a story where the writer describes the setting and main characters
  • contrast: the comparison of two or more elements that are strikingly different
  • 'show and tell': a writing technique for showing a character's feelings with description of their actions and expressions
  • direct speech: the term used for a character speaking out loud in a text
  • plan: a framework that writers create before they write a section or whole text

Common Mistakes To Avoid

  • Children may find it difficult to generate some of their own ideas for precise and ambitious vocabulary.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

The purpose of the opening is to set the scene and introduce the main characters. Ebenezer Scrooge is a miser who holds disdain for Christmas and this contrasts the general atmosphere in the setting.

2. Define this language term and use it in a sentence. 'opening'

the first section of a story where the writer describes the setting and main characters.

3. Correct this common English misunderstanding.

Mistake: Children may find it difficult to generate some of their own ideas for precise and ambitious vocabulary. Correction: Model use of a thesaurus and brainstorm ideas as a class to up level simple pieces of vocabulary. For example, instead of 'walked', children might use 'trudged', 'dragged' or 'stomped'.

More Lessons In This Unit

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