A Christmas Carol - Squarespace · PDF fileA Christmas Carol Teacher Resource Guide BOOK by LYNN AHRENS & MIKE OCKRENT LYRICS by LYNN AHRENS MUSIC by ALAN MENKEN BASED ON THE NOVEL

A Christmas Carol

Teacher Resource Guide BOOK by LYNN AHRENS & MIKE OCKRENT

LYRICS by LYNN AHRENS

MUSIC by ALAN MENKEN BASED ON THE NOVEL by CHARLES DICKENS

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Table of Contents

A Note to Fellow Educators…..……………………………..….3

Your Role as the Audience……………………………………..4

Plot Summary and Cast of Characters………………....……….5

About the Authors…………………………………...……….6-7

Who was Charles Dickens?………………….…....……………8

What was the Industrial Revolution?………….………………..9

Suggested Activities………….……………..…..…………10-15

Appendix A: A Christmas Carol Worksheets……………..14-29

Appendix B: Alabama Course of Study Standards………30-42

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FellowEducators,

Greetings!WeareexcitedforyouandyourstudentstoattendBirminghamChildren’sTheatre’sproductionofAChristmasCarol.Weinviteyoutousethispacketasaresourceinyourclassroomtoprepareforandreflectonyourupcomingvisit.Thispacketisdesignedtoassistyouinintroducingtheplay’splot,characters,settings,language,andthemestoyourstudents.TheactivitiesandlessonsinthisresourcepackethavebeenchosenanddesignedinconjunctionwiththeAlabamaCourseofStudyGuidelines.Weencourageyoutousetheseactivitiespriortotheshowtoguideyourstudentstoabetterunderstandingandenjoymentofwhattheywillseeatthetheatre,andalsoafteryourvisittoreinforcetheshow’sthemesandtiethemintotheSTEMcurriculum.ThankyouforhelpingtoextendthelearningprocessbeyondourtheatrewallsandforinstillinganappreciationoftheartsinlivesofBirminghamchildren.Seeyouatthetheatre!BirminghamChildren’sTheatre

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YourRoleastheAudience!DearAudienceMembers,BirminghamChildren’sTheatreisexcitedtowelcomeyouasamemberofouraudience!Theatreisaworldofimaginationandfun,wheretheimpossiblecomestolife.Theaudienceisanextremelyimportantpartofourstorytelling,sobeforeyouattendaperformancewewanttoshareafewtheatreetiquetteguidelineswithyou.Theatreetiquetteistheproperandexpectedbehaviorfortheaudience(you!)whenwatchingaLIVEperformance.AliveperformanceisdifferentthanwatchingamovieoraTVshow.Duringaplay,theactorscanseeyourreaction.Yourresponseshelpfueltheperformance.Don’tbeafraidtolaugh,gasp,andapplaud!Theactorswillfeedoffyourenergyandbothyouandtheywillexperienceamagicaltheatricaladventure.TheactorsmayevenaskforYOURhelp!Ifyoufollowtheseguidelines,youwillbewellpreparedtobepartofourshowandreadytojoininonthefun!TheatreEtiquette:

1. Arriveontime(about30minutesearlyisagoodgoal).2. Sitinyourassignedseating(usherwillhelpyoutoyourseats).3. TurnoffandputawayALLelectronics(phones,cameras,ipads,etc.arevery

distractingtotheactorsandfellowaudiencemembers).4. GivetheplayALLyourattention:

a. keepyourhandsandfeettoyourselfb. avoidtalking,waving,shoutingduringtheperformance(butlaughing

atfunnythingsisgreat!)c. noeatingordrinkingd. onlyexitinthecaseofanemergency

5. Throwanygarbageintheproperreceptacles.Thankyouforplayingyourpart!Weareexcitedtoshareourproductionswithyou.BirminghamChildren’sTheatre

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A Christmas Carol Plot Summary Ebenezer Scrooge is a grumpy, lonely, wealthy old man who believes money is more important than people. He does not believe in Christmas, charity, or being kind to others. His is best known for saying "Bah! Humbug!" to everyone he meets (especially happy people!). This play beings on Christmas Eve when, Mr. Scrooge meets three spirits who lead him through his Past, Present, and Future. Mr. Scrooge wakes up on Christmas morning a changed, cheerful, and charitable man. He spends a "Happy Christmas" making up for his past mistakes by spreading joy and helping the people around him.

Cast of Characters Scrooge – A grumpy, unsympathetic man and has no time for anyone or anything. He is concerned only with how to make the most money.

Mr. Cratchit – A father and husband who cares deeply for his family, particularly his youngest son. He works hard to provide for them but is mistreated by his employer, Scrooge.

Mrs. Cratchit – Tiny Tim's mother and Mr. Cratchit's wife. She is a loving mother who tries to provide the best for her children with what she's got.

Tiny Tim – Mr. and Mrs. Cratchit's youngest son. He is crippled and sick, but is the definition of loving Christmas spirit. He constantly reminds his family that as long as they all have each other, they will be happy.

Fred – Scrooge's nephew and only living relative. He is a pleasant young man who believes in the good a joyful Christmas spirit can make in the world.

Ghost Of Christmas Present – A jovial, larger-than-life ghost who comes back to show Scrooge all the joy, love, and celebration he his missing out on while those around him celebrate Christmas.

Ghost Of Christmas Past – An ever cheerful, sprightly ghost who comes back with the history book of Scrooge's past to show him the events that led to his current state.

Blind Old Hag / Ghost Of Christmas Future – A beautiful, and terrifying wraith, the Ghost of Christmas Future is strong and silent as she shows Scrooge what will happen to him and those around him if he continue down the path he is currently treading.

Marley – Scrooge's former business partner who, before his death, was exactly like Scrooge.

Mr. Fezziwig – Scrooge's first boss who he becomes deeply disappointed in him.

Mrs. Fezziwig – Mr. Fezziwig's prideful wife, who loved to help throw the Christmas party every year.

Emily – The Fezziwig’s daughter and Scrooge's fiancé.

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About the Playwrights Lynn Ahrens provided lyrics for the Broadway musical Ragtime, winning the Tony Award, Drama Desk and Outer Critics Awards for Best Score and receiving two Grammy nominations. In the same year, she was nominated for two Academy Awards and two Golden Globes for the score of Twentieth Century Fox's animated feature film, Anastasia. She wrote both book and lyrics for Broadway's Once On This Island ; Seussical, now one of the most performed shows in America; A Christmas Carol (Composer, Alan Menken), presented for ten years at Madison Square Garden. In addition to Ragtime, she provided lyrics for My Favorite Year; Chita Rivera: The Dancer's Life; In Your Arms; A Man of No Importance; and Rocky. She serves on the Council of the Dramatists Guild of America and co-founded the Dramatists Guild Fellows Program for Emerging Writers. With her longtime collaborator, composer Stephen Flaherty, she received the 2014 Oscar Hammerstein Award for Lifetime Achievement and in 2015 was inducted into the Theater Hall of Fame.

Source: Music Theatre International

Mike Ockrent was born in London and went to Edinburgh University. He was the Assistant Director at Perth Repertory Theatre and the Artistic Director of the Traverse Theatre in Scotland. Some of his freelance productions include: Union Jack and Bonzo by Stanley Eveling at Hampstead Theatre, C.P. Taylor s adaptation of Carl Sterheim’s Schippel (retitled The Plumber’s Progress), Once A Catholic, Brecht’s A Respectable Wedding, and A Nightingale Sang, Educating Rita, Passion Play by Peter Nichols, Stephen Sondheim’s Follies, and Just So. His National Theatre Productions include: Watch on the Rhine with Dame Peggy Ashcroft, Inner Voices with Sir Ralph Richardson, Laurence Olivier s 80th Birthday Celebration and Zenobia for RSC at The Young Vic. Mike’s Broadway productions include Once A Catholic, Atkinson at the Atkinson, Big (which received 10 Drama Desk nominations and 5 Tony nominations), and the World Premiere of the concert version of the musical King David, written by Alan Menken and Tim Rice. Mike directed and co-conceived several productions of the celebrated Me and My Girl at the Adelphi where it won the Olivier, Ivor Novello and Drama Magazine Awards for Best Musical, and on Broadway where it was nominated for 13 Tony Awards and for which he also won the Drama Desk Award for Best Director. He also directed and co-conceived Crazy For You. His films include Dancin’ Thru the Dark and Money for Nothing. He also wrote a theatrical novel, Running Down Broadway, published by Random Century. Source: Music Theatre International

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About the Composer Alan Menken’s music and lyrics have become an integral part of the fabric of our lives since his first works were produced nearly 40 years ago. Song and score credits for film musicals include The Little Mermaid, Beauty and The Beast, Newsies, Aladdin, Pocahontas, The Hunchback of Notre Dame, Hercules, The Shaggy Dog, Enchanted, Tangled, and Mirror Mirror. Winner of the 2012 Tony and Drama Desk awards for his score for Newsies, he has won more Academy Awards than any other living individual. In 2001 he received the distinction of being named a Disney Legend. In 2010 he received a star on the Hollywood Walk of Fame. Source: Music Theatre International

The musical A Christmas Carol is an adaptation.

An adaptation is a play, movie, or book that has been transformed from another play, book, or movie.

It means that playwrights Lynn Aherns, Mike Ockrent, and Alan Menken transformed Charles Dickens’s book A Christmas Carol into a

musical for the stage.

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Who Was Charles Dickens? Charles Dickens was born in 1812. As a young boy he left school to work in a boot factory, as an office boy, and law reporter. When he began to write and draw he used his early life as inspiration for his characters and stories. Many of his stories are about children, poverty, and the working classes. Dickens lived through the Industrial Revolution, so he wrote about how life was changing, especially for poor people.

Some of Charles Dickens’s books are:

Oliver Twist Bleak House

Nicholas Nickleby A Tale of Two Cities

A Christmas Carol Great Expectations

David Copperfield The Mystery of Edwin Drood

Sources: biography.com

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What was the Industrial Revolution?

The Industrial Revolution was a time of invention and great change. It began in England during the late 1700s and early 1800s when farmers and rural business people began moving into cities to work in factories. Because of the invention of the steam engine, the spinning jenny, the power loom, and other powered, special-purpose machinery, textiles and other products started being mass-produced in factories rather than in people’s homes. While this improved the standard of living for the upper and middle classes, others were not so lucky. The working classes and poor were faced with stressful, dirty, and unfair employment and living conditions. Source: history.com

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Suggested Pre Show Classroom Activities

1. Have teams of students research the Industrial Revolution. Their goal is to create a “pro/con” list of how the Industrial Revolution changed society. What technological and/or engineering advancements were made during this time? Example:

Pro Con

More products in less time More dangerous work conditions

Lead to Labor Laws Difficulty working conditions

Cities grew Cities became overcrowded

2. Use the students’ lists from the above activity to spark a critical thinking discussion about social justice issues during this time period and how Dickens used them in his play. This activity can also be an avenue to explore the economics of giving, governmental structures and programs, and other social studies related themes.

3. Review A Christmas Carol by Charles Dickens. Have students discuss the plot, characters, and symbolism in the story. Developmentally appropriate story pages and work sheets for this activity are included in Appendix A.

4. Who is Charles Dickens? Have students research Dickens’ life and works. How did his childhood influence his later career as an author? How did living in the time of the Industrial Revolution affect him?

5. Vocabulary Words:

a. Poverty b. Industrial Revolution c. Adaptation d. Textiles e. Steam Engine

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Suggested Post Show Classroom Activities

1. Use Scrooge’s income and Mr. Cratchit’s income to make two different budget pie charts. For simplicity use multiples of ten (Scrooge makes $100 and Mr. Cratchit makes $10). Ask students to “budget” certain percentages of each person’s income towards necessary items (ex. 1/3 toward housing, 1/4 toward food, 1/4 toward clothing, etc.). How much money does Scrooge have in each piece of the pie? What about the Cratchit’s? Use this exploration in mathematics and fractions to discuss the larger social issues of poverty.

2. Have teams of students build simple machines (levers, pulleys, ramps, etc.) from easily found materials (straws, pencils, string, books, etc.). To increase the level of research and engagement, students could build a complex, Rube Goldberg inspired machine to complete a simple task (opening a book, closing the door, feed the gerbil, etc.).

3. Tiny Tim most likely had rickets, a weakening of the bones caused by Vitamin C deficiency. His life is saved when he is given access to better food, clean water, and medicine. Have students explore the importance of good nutrition.

a. Ask them to design their own food pyramid and then compare to the USDA Food Pyramid; discuss the differences.

b. Using their favorite food, have students draw a diagram and/or write a story about digestion.

c. Define food terms: vitamins, minerals, vegetables, fruits, carbohydrate, fat, grains, etc. Have students research and share the importance of their term to one’s overall health.

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4. The Great Melt Race

a. Break students into groups of 4-5. b. Engage students by explaining the Melt Race: each group of

students will receive an ice cube and a clear plastic cup. The ice cube that melts the fastest wins, so students must decide where to put their ice cubes to achieve the fastest melt time.

c. Allow students to explore the ice cubes, cups and classroom. Students may be interested in the size and shape of their ice cube, as well as the thickness of their cup, in deciding on a location.

d. Ask students to go back to their tables and collaborate with their group to decide where they will put their ice cube cup.

e. Allow students, group by group, to place their ice cube cups in their decided location.

f. Send students to check on their ice cubes every half-hour, marking the height of the ice cube with the black permanent marker and the height of the water with the blue marker. Each time the ice cubes are checked, find whichever one is in “first place” and place the checkered flag into the cup. This will help keep students engaged in the activity.*

g. Ask students what they think will happen to their ice cubes as the day goes on, and how they think their marks on the sides of the cups will progress (“will the ice cube get taller, shorter or stay the same? What about the water, where will it go?”)

h. Explain to students that while the ice in their cups is a solid and holds its form, it will eventually melt into water and need help keeping itself together.

i. Elaborate on the differences between water and ice by asking four students to stand up for a demonstration. First ask the students to walk around in and out of each other, demonstrating that water molecules have energy and like to move around. Next, ask students

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to put their arms out into a T and hold hands to make a square. This will demonstrate how ice molecules are more organized and hold their shape, but are “lazy” and don’t have as much energy as water molecules, so they like to stay still.

j. When all of the ice cubes are melted, gather students at carpet to discuss the outcome. Ask students to predict why the winning ice cube melted first to prompt discussion on melting. Also ask students to explain some differences between the water in their cup and the ice cube they began with.

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Appendix A

A Christmas Carol

1. A Christmas Carol Story and Coloring Pages 2. A Christmas Carol Story Map Worksheet

3. A Christmas Carol Plot Worksheet 4. A Christmas Carol Setting Worksheet

5. A Christmas Carol Characters Worksheet 6. A Christmas Carol Symbolism Worksheet

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There once was a grumpy old man named Ebenezer Scrooge. They say he was the coldest man whoever lived -- he could not feel warmth. His chin and nose hung like icicles below two red coal eyes.He was a very rich man, but he never spent any of his money. He only liked to sit alone in his colddark house counting his gold coins.

More worksheets at www.education.com/worksheetsCopyright © 2012-2013 by Education.com

A Christmas Carolpage 1


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As the Christmas season began to light up the streets, Scrooge became even grumpier than normal.“Merry Christmas Mr. Scrooge!” people would cry out to him. But Scrooge would only growlback, “BAH, humbug!” There was nothing more ridiculous to Scrooge than a “merry” Christmas.

When Scrooge’s young nephew invited him to Christmas dinner, Scrooge just said, “Bah, humbug.”When his poor clerk Bob Cratchit kindly asked to leave work early for Christmas dinner with hisfamily, Scrooge just laughed and said “BAH, humbug!”When two gentlemen came asking Scrooge to donate money to the poor, he promptly kicked themout with a great, “BAH, HUMBUG!”




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One chilly night, Scrooge was about to tuck himself into bed when suddenly he heard bells begin to ring,right there in his bedroom. “Humbug!” Scrooge growled as he shuffled out of bed. Then, his face went white with fear as he saw the gray mist of a ghost standing in front of him!

“Humbug... I don’t believe it,” said Scrooge. It was the ghost of Jacob Marley, Scrooge’s old businesspartner.“Hello Scrooge,” said Jacob.“What is it that you want?” asked Scrooge, trembling.“Do you see this chain I’m wearing? said Jacob. He wore a long heavy chain of iron that seemedto go on forever. ”I made this chain during my life, with every bad thing I did. And now in deathI must wear it foI must wear it forever. All men must carry their heavy sins with them. I came to warn you Scrooge,that your chain has grown even bigger than mine.”




ƧȼȳΎȱȶȷȺȺɇΎȼȷȵȶɂ˴ΎƫȱɀȽȽȵȳΎɅȯɁΎȯȰȽɃɂΎɂȽΎɂɃȱȹΎȶȷȻɁȳȺȴΎȷȼɂȽΎȰȳȲ˴ΎɅȶȳȼΎɁɃȲȲȳȼȺɇΎȶȳΎȶȳȯɀȲΎȰȳȺȺɁΎȰȳȵȷȼΎɂȽΎɀȷȼȵΎȷȼΎȶȷɁΎȰȳȲɀȽȽȻ˷ΎƠɃȻȰɃȵ˻ΎƫȱɀȽȽȵȳΎȵɀɃȻȰȺȳȲΎȯɁΎȶȳΎɁȶɃˮȳȲΎȽɃɂΎȽȴΎȰȳȲ˷ΎƬȶȳȼ˴ȶȷɁΎȴȯȱȳΎɂɃɀȼȳȲΎɅȶȷɂȳΎɅȷɂȶΎȴȳȯɀ˷ ΎƬȶȳɀȳΎȷȼΎȴɀȽȼɂΎȽȴΎȶȷȻΎɁɂȽȽȲΎȯΎȵȶȽɁɂ˻Ύ

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That night, Scrooge could hardly sleep. Jacob’s ghost warned him about three visitors that wouldcome to him in the night, but Scrooge was still surprised when the first visitor appeared in front ofhim. The visitor looked strange --small and strong like a young boy, but with a wise face like anold man. He wore all white, and wore a lovely holly wreath on his head.“Who are you?” demanded Scrooge.“I am the Ghost of Christmas Past.”“Long ago past?” Sc“Long ago past?” Scrooge asked.“No, your past,” said the ghost. “Let’s take a walk.”




ƬȶȯɂΎȼȷȵȶɂ˴ΎƫȱɀȽȽȵȳΎȱȽɃȺȲΎȶȯɀȲȺɇΎɁȺȳȳȾ˷ΎƢȯȱȽȰ ɁΎȵȶȽɁɂΎɅȯɀȼȳȲΎȶȷȻΎȯȰȽɃɂΎɂȶɀȳȳΎɄȷɁȷɂȽɀɁΎɅȶȽɅȽɃȺȲΎȱȽȻȳΎɂȽΎȶȷȻΎȷȼΎɂȶȳΎȼȷȵȶɂ˴ΎȰɃɂΎƫȱɀȽȽȵȳΎɅȯɁΎɁɂȷȺȺΎɁɃɀȾɀȷɁȳȲΎɅȶȳȼΎɂȶȳΎ˛ɀɁɂΎɄȷɁȷɂȽɀΎȯȾȾȳȯɀȳȲΎȷȼΎȴɀȽȼɂΎȽȴΎȶȷȻ˷ΎƬȶȳΎɄȷɁȷɂȽɀΎɅȯɁΎɁɂɀȯȼȵȳΎȺȽȽȹȷȼȵ˷ΎƠȳΎɅȯɁΎɁȻȯȺȺΎȯȼȲΎɁɂɀȽȼȵΎȺȷȹȳΎȯΎɇȽɃȼȵΎȰȽɇ˴ΎȰɃɂΎȶȷɁΎȴȯȱȳΎɅȯɁΎɅȷɁȳΎȺȷȹȳΎȯȼΎȽȺȲΎȻȯȼ˷ΎƠȳΎɅȽɀȳΎȯȺȺΎɅȶȷɂȳ˴ΎɅȷɂȶΎȯΎȶȽȺȺɇΎɅɀȳȯɂȶ˷ƯȶȽΎȯɀȳΎɇȽɃ˾ΎȲȳȻȯȼȲȳȲΎƫȱɀȽȽȵȳ˷ơΎȯȻΎɂȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƨȯɁɂ˷ΎƤȽȼȵΎȯȵȽΎȾȯɁɂ˾ΎƫȱɀȽȽȵȳΎȯɁȹȳȲ˷ƦȽ˴ΎɁȯȷȲΎɂȶȳΎȵȶȽɁɂ˴ΎɇȽɃɀΎȾȯɁɂ˷ΎơΎɅȯȼɂΎɂȽΎɁȶȽɅΎɇȽɃΎɁȽȻȳɂȶȷȼȵ˷ΎΎ

19

As Scrooge stood up to join the Ghost of Christmas Past, his cold dark bedroom melted away andsuddenly they were standing in front of Scrooge’s childhood home. “Good heavens!” cried Scrooge.It ws Christmas morining in the past. With delight, he watched the people of his childhood townwalk past, but they could not see him. Scrooge’s eyes filled with tears as he saw all the Christmasesthat he’d experienced.

He saw himself hugging his little sister, who had passed away years ago. He saw himself dancing andsinging with an old boss who always gave him Christmas Eve off work. Then, he saw himself witha beautiful girl. She was the girl he had wanted to marry. He watched, and remembered too, asshe walked out the door forever on that cold Christmas night. He had become too greedy, she’d toldhim. He loved his gold more than he loved her. And it was true.“Take me away from the place, spirit!” howled poor Scrooge with tears in his eyes. “I cannot bear it any longer!”any longer!”




ƯȶȳȼΎƫȱɀȽȽȵȳΎɁɂȽȽȲΎɃȾΎɂȽΎɅȯȺȹΎɅȷɂȶΎɂȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƨȯɁɂ˴ΎȶȷɁΎȲȯɀȹΎȰȳȲɀȽȽȻΎȻȳȺɂȳȲȯɅȯɇ˴ΎȯȼȲΎɁɃȲȲȳȼȺɇΎɂȶȳɇΎɅȳɀȳΎɁɂȯȼȲȷȼȵΎȷȼΎȴɀȽȼɂΎȽȴΎȯΎȴȯȻȷȺȷȯɀΎȾȺȯȱȳ˷ΎƟȽȽȲΎȶȳȯɄȳȼɁ˻ΎȶȳΎȱɀȷȳȲ˷ΎơɂΎɅȯɁΎƫȱɀȽȽȵȳ ɁΎȱȶȷȺȲȶȽȽȲΎȶȽȻȳ˷ΎƠȳΎɅȯɁΎɁȳȳȷȼȵΎȶȷɁΎȽɅȼΎƛȶɀȷɁɂȻȯɁΎȻȽɀȼȷȼȵΎȷȼΎɂȶȳΎȾȯɁɂ˻ΎƯȷɂȶȲȳȺȷȵȶɂ˴ΎƫȱɀȽȽȵȳΎɅȯɂȱȶȳȲΎɂȶȳΎȾȳȽȾȺȳΎȽȴΎȶȷɁΎȱȶȷȺȲȶȽȽȲΎɂȽɅȼΎɅȯȺȹΎȾȯɁɂ˴ΎȰɃɂΎɂȶȳɇΎȱȽɃȺȲΎȼȽɂΎɁȳȳΎȯɁΎȶȳΎɅȯɄȳȲΎȯɂΎɂȶȳȻ˷Ύ

ƫȱɀȽȽȵȳΎɁȯɅΎȶȷȻɁȳȺȴΎȯɂΎȶȷɁΎȾȯɀȳȼɂɁΎȽȺȲΎȶȽɃɁȳ˴ΎȶɃȵȵȷȼȵΎȶȷɁΎȺȷɂɂȺȳΎɁȷɁɂȳɀ˷ ΎƫȶȳΎȶȯȲΎȾȯɁɁȳȲΎȯɅȯɇΎȯΎȴȳɅɇȳȯɀɁΎȯȴɂȳɀΎɂȶȯɂΎƛȶɀȷɁɂȻȯɁ˷ΎƦȳɆɂ˴ΎȶȳΎɁȯɅΎȶȷȻɁȳȺȴΎȲȯȼȱȷȼȵΎȯȼȲΎɁȷȼȵȷȼȵΎɅȷɂȶΎȯȼΎȽȺȲΎȰȽɁɁΎɅȶȽΎȯȺɅȯɇɁȵȯɄȳΎȶȷȻΎƛȶɀȷɁɂȻȯɁΎƝɄȳΎȽˎΎɅȽɀȹ˷ΎƬȶȳȼ˴ΎȶȳΎɁȯɅΎȶȷȻɁȳȺȴΎɅȷɂȶΎȯΎȰȳȯɃɂȷȴɃȺΎȵȷɀȺ˷ΎƫȶȳΎɅȯɁΎɂȶȳΎȵȷɀȺΎȶȳȯȺȻȽɁɂΎȻȯɀɀȷȳȲ˷ΎƠȳΎɅȯɂȱȶȳȲ˴ΎȯȼȲΎɀȳȻȳȻȰȳɀȳȲΎɂȽȽ˴ΎȯɁΎɁȶȳΎɅȯȺȹȳȲΎȽɃɂΎɂȶȳΎȲȽȽɀΎȴȽɀȳɄȳɀΎȽȼΎɂȶȯɂȱȽȺȲΎƛȶɀȷɁɂȻȯɁΎȼȷȵȶɂ˷ΎƱȽɃɀȳΎɁȽΎȵɀȳȳȲɇ˴ΎɁȶȳΎȶȯȲΎɁȯȷȲ˴ΎɇȽɃΎȺȽɄȳΎɇȽɃɀΎȵȽȺȲΎȳɄȳȼΎȻȽɀȳΎɂȶȯȼΎɇȽɃΎȺȽɄȳΎȻȳ˷ΎƙȼȲΎɁȶȳΎȶȯȲΎȰȳȳȼΎɀȷȵȶɂ˷Ύ

ƬȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƨȯɁɂΎȳɆȾȺȯȷȼȳȲΎɂȶȯɂΎȶȳ ȲΎȰȳΎɂȯȹȷȼȵΎƫȱɀȽȽȵȳΎȽȼΎȯΎȸȽɃɀȼȳɇΎɂȶɀȽɃȵȶΎȳȯȱȶƛȶɀȷɁɂȻȯɁΎɂȶȯɂΎȶȳΎȶȯȲΎȳɆȾȳɀȷȳȼȱȳȲΎȷȼΎɂȶȳΎȾȯɁɂ˷Ύ

ƬȯȹȳΎȻȳΎȯɅȯɇΎȴɀȽȻΎɂȶȷɁΎȾȺȯȱȳ˻ΎȶȽɅȺȳȲΎȾȽȽɀΎƫȱɀȽȽȵȳΎɅȷɂȶΎɂȳȯɀɁΎȷȼΎȶȷɁΎȳɇȳɁ˷ΎơΎȱȯȼȼȽɂΎȰȳȯɀΎȷɂȯȼɇΎȺȽȼȵȳɀ˻Ύ

20

Scrooge was so sad, he hardly realized that he was back in his bed. But he was not alone. Scrooge lookedup to see a different spirit standing in front of his. He was a tall ghost who wore a robe and wore a crownof icicles on his head.“I am the Ghost of Christmas Present,” said the spirit. “Come with me, I want to show you something.”

This time, when Scrooge’s bedroom disappeared he was suddenly strolling through his town watching thevillagers who lived there. Everywhere he saw merriment. Even the poorest of people were laughing andsmiling. Then, he came upon the house of Bob Cratchit, his clerk. The family was very poor, but stillthey were very happy as they ate their Christmas supper. Scrooge saw that Mr. Cratchit’s youngest boy,Tiny Tim, looked very sick. He had bad legs and walked with a cane, but he must have been no olderthan 10! But even Tiny Tim was in very good spirits this night. Scrooge suddenly felt very sad.“Will that little boy live?” as“Will that little boy live?” asked Scrooge? The spirit shook his head. No. The family did not havethe money to afford good care for their sick son.




ƬȶȷɁΎɂȷȻȳ˴ΎɂȶȳΎɁȾȷɀȷɂΎɂȽȽȹΎƫȱɀȽȽȵȳΎȯɀȽɃȼȲΎɂȽɅȼΎȷȼΎɂȶȳΎȾɀȳɁȳȼɂΎȲȯɇ˷ΎƝɄȳɀɇɅȶȳɀȳΎɂȶȳɇΎɅȳȼɂΎƫȱɀȽȽȵȳɁȯɅΎȻȳɀɀȷȻȳȼɂ˷ΎƝɄȳȼΎɂȶȳΎȾȽȽɀȳɁɂΎȽȴΎȾȳȽȾȺȳΎɅȳɀȳΎȺȯɃȵȶȷȼȵΎȯȼȲΎɁȻȷȺȷȼȵ˷ΎƬȶȳȼ˴ΎɂȶȳɇΎȱȯȻȳΎɃȾȽȼΎɂȶȳȶȽɃɁȳΎȽȴΎƚȽȰΎƛɀȯɂȱȶȷɂ˴ΎȶȷɁΎȱȺȳɀȹ˷ΎƬȶȳΎȴȯȻȷȺɇΎɅȯɁΎɄȳɀɇΎȾȽȽɀ˴ ΎȰɃɂΎɁɂȷȺȺΎɂȶȳɇΎɅȳɀȳΎɄȳɀɇΎȶȯȾȾɇΎȯɁΎɂȶȳɇΎȯɂȳΎƛȶɀȷɁɂȻȯɁΎɁɃȾȾȳɀ˷ ΎƫȱɀȽȽȵȳΎɁȯɅΎɂȶȯɂΎƥɀ˷ Ύƛɀȯɂȱȶȷɂ ɁΎɇȽɃȼȵȳɁɂΎɁȽȼ˴ΎƬȷȼɇΎƬȷȻ˴ΎȺȽȽȹȳȲΎɄȳɀɇΎɁȷȱȹ˷ΎƠȳΎɅȯɁΎȸɃɁɂΎɂȳȼΎɇȳȯɀɁΎȽȺȲ˴ΎȰɃɂΎȶȳΎȶȯȲΎȰȯȲΎȺȳȵɁΎȯȼȲΎɅȯȺȹȳȲΎɅȷɂȶΎȯΎȱȯȼȳ˷ΎƝɄȳȼΎɁȽ˴ΎƬȷȼɇΎƬȷȻΎɅȯɁΎȷȼΎɄȳɀɇΎȵȽȽȲΎɁȾȷɀȷɂɁΎɂȽȼȷȵȶɂ˷ΎƫȱɀȽȽȵȳΎɁɃȲȲȳȼȺɇΎȴȳȺɂΎɁȯȲΎȯȵȯȷȼ˷

ƫȱɀȽȽȵȳΎɅȯɁΎɁȽΎɁȯȲ˴ΎȶȳΎȶȯɀȲȺɇΎɀȳȯȺȷɈȳȲΎɂȶȯɂΎȶȳΎɅȯɁΎȰȯȱȹΎȷȼΎȶȷɁΎȰȳȲ˷ΎΎƚɃɂΎȶȳΎɅȯɁΎȼȽɂΎȯȺȽȼȳ˷ΎƬȶȷɁΎɂȷȻȳΎȷɂΎɅȯɁΎȯΎȲȷˎȳɀȳȼɂΎɁȾȷɀȷɂΎɁɂȯȼȲȷȼȵΎȷȼΎȴɀȽȼɂΎȽȴΎȶȷȻ˷ΎơɂΎɅȯɁΎȯΎɂȯȺȺΎȵȶȽɁɂ˴ΎɅȷɂȶΎȯΎȺȽȼȵɀȽȰȳΎȯȼȲΎȯΎȱɀȽɅȼΎȽȴΎȷȱȷȱȺȳɁΎȽȼΎȶȷɁΎȶȳȯȲ˷ΎΎơΎȯȻΎɂȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƨɀȳɁȳȼɂ˴ΎɁȯȷȲΎɂȶȳΎɁȾȷɀȷɂ˷ΎƛȽȻȳΎɅȷɂȶΎȻȳ˴ΎȯȼȲΎɁȳȳΎȶȽɅΎȽɂȶȳɀɁȯɀȳΎȱȳȺȳȰɀȯɂȷȼȵΎƛȶɀȷɁɂȻȯɁΎɂȶȷɁΎɇȳȯɀ˷

ƯȷȺȺΎɂȶȯɂΎȺȷɂɂȺȳΎȰȽɇΎȰȳΎȽȹȯɇ˾ΎȯɁȹȳȲΎƫȱɀȽȽȵȳ˷ΎƬȶȳΎɁȾȷɀȷɂΎɁȶȽȽȹΎȶȷɁΎȶȳȯȲ˷ΎƦȽ˷ΎƬȶȳΎȴȯȻȷȺɇΎȷɁΎɂȽȽΎȾȽȽɀΎɂȽΎȯˎȽɀȲΎȶȷɁΎȻȳȲȷȱȯȺΎȰȷȺȺɁ˷ΎƬȶȳΎȱȶȷȺȲΎɅȷȺȺΎȼȽɂΎȺȷɄȳΎɂȽΎɁȳȳΎȯȼȽɂȶȳɀΎƛȶɀȷɁɂȻȯɁ˷

21

Everyone at the table laughed and made fun of mean old Scrooge. He watched them for a long timeas they played games and laughed and laughed for hours. Scrooge felt so warm watching his familysmiling and having fun. He begged the spirit to let him stay longer, but sadly his time was alreadyup.

The last stop on his journey with the Ghost of Christmas Present was at his nephew’s house, the very placeScrooge had been invited to earlier. A beautiful Christmas feast was laid out for the family. When Scrooge and the spirit arrived, everyone was laughing.“Ha, ha ha! He said that Christmas was a humbug,” cried Scrooge’s nephew. “He believed it too!”




ƝɄȳɀɇȽȼȳΎȯɂΎɂȶȳΎɂȯȰȺȳΎȺȯɃȵȶȳȲΎȯȼȲΎȻȯȲȳΎȴɃȼΎȽȴΎȻȳȯȼΎȽȺȲΎƫȱɀȽȽȵȳΎȴȽɀΎȯΎɅȶȷȺȳ˷ΎƫɂȷȺȺ˴ΎȶȳΎɁɂȽȽȲȽɃɂɁȷȲȳΎȯȼȲΎɅȯɂȱȶȳȲΎɂȶȳȻΎȴȽɀΎȯΎȺȽȼȵΎɂȷȻȳΎȯɁΎɂȶȳɇΎȾȺȯɇȳȲΎȵȯȻȳɁΎȯȼȲΎȺȯɃȵȶȳȲΎȴȽɀΎȶȽɃɀɁ˷ΎƫȱɀȽȽȵȳΎȴȳȺɂΎɁȽΎɅȯɀȻΎȸɃɁɂΎɅȯɂȱȶȷȼȵΎȶȷɁΎȴȯȻȷȺɇΎɁȻȷȺȷȼȵΎȯȼȲΎȶȯɄȷȼȵΎȴɃȼ˷ΎƠȳΎȰȳȵȵȳȲΎɂȶȳΎɁȾȷɀȷɂɂȽΎȺȳɂΎȶȷȻΎɁɂȯɇΎȺȽȼȵȳɀ˴ ΎȰɃɂΎɁȯȲȺɇΎȶȷɁΎɂȷȻȳΎɅȯɁΎȯȺɀȳȯȲɇΎɃȾ˷Ύ

ƦȳɆɂ˴ΎɂȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƨɀȳɁȳȼɂΎɂȽȽȹΎƫȱɀȽȽȵȳΎɂȽΎȶȷɁΎȼȳȾȶȳɅ ɁΎȶȽɃɁȳ˴ΎɂȶȳΎɄȳɀɇΎȾȺȯȱȳΎɂȶȯɂƫȱɀȽȽȵȳΎȶȯȲΎȰȳȳȼΎȷȼɄȷɂȳȲΎɂȽΎȳȯɀȺȷȳɀ˷ ΎƙΎȰȳȯɃɂȷȴɃȺΎƛȶɀȷɁɂȻȯɁΎȴȳȯɁɂΎɅȯɁΎȺȯȷȲΎȽɃɂΎȴȽɀΎɂȶȳΎȴȯȻȷȺɇ˷ƯȶȳȼΎƫȱɀȽȽȵȳΎȯȼȲΎɂȶȳΎɁȾȷɀȷɂΎȯɀɀȷɄȳȲ˴ΎȳɄȳɀɇȽȼȳΎɅȯɁΎȺȯɃȵȶȷȼȵ˷ΎΎƠȯΎȶȯΎȶȯ˷˷˷ΎƠȳΎɁȯȷȲΎɂȶȯɂΎƛȶɀȷɁɂȻȯɁΎɅȯɁΎȯΎȶɃȻȰɃȵ˻ΎȱɀȷȳȲΎƫȱɀȽȽȵȳ ɁΎȼȳȾȶȳɅ˷ΎƠȳΎȰȳȺȷȳɄȳȲΎȷɂΎɂȽȽ˻

22

The last spirit to visit Mr. Scrooge was very scary indeed. He wore a long black cloak and his face wascovered in darkness. “Are you the Ghost of Christmas Future?” asked Scrooge when he appeared. Thespirit said nothing. He just nodded and began to walk. Scrooge followed, but was so scared of the spiritthat he was trembling. They traveled forward in time, and Scrooge saw two businessmen he knew. The spirit pointed at them. Scrooge went closer to listen to their conversation.

“When did he die?” said one.“Yesterday, I think,” said the other.“Hm, miserable fellow he was. I thought he’d never die. What did he do with all his money?”“I don’t know...”




ƯȶȳȼΎȲȷȲΎȶȳΎȲȷȳ˾ΎɁȯȷȲΎȽȼȳΎȰɃɁȷȼȳɁɁȻȯȼ˷ƱȳɁɂȳɀȲȯɇ˴ΎơΎɂȶȷȼȹΎɁȯȷȲΎɂȶȳΎȽɂȶȳɀ˷ƠȻȻ˷ΎƥȷɁȳɀȯȰȺȳΎȽȺȲΎȴȳȺȺȽɅ˷ΎơΎɂȶȽɃȵȶɂΎȷɂ ȲΎȼȳɄȳɀΎȲȷȳ˷ơΎɅȽȼȲȳɀΎɅȶȯɂΎȶȳΎȲȷȲΎɅȷɂȶΎȯȺȺΎɂȶȯɂΎȻȽȼȳɇΎȽȴΎȶȷɁ˷ơΎȲȽȼɂΎȹȼȽɅ˷˷˷Ύ

ƬȶȳΎȺȯɁɂΎɁȾȷɀȷɂΎɂȽΎɄȷɁȷɂΎƥɀ˷ ΎƫȱɀȽȽȵȳΎɅȯɁΎɄȳɀɇΎɁȱȯɀɇΎȷȼȲȳȳȲ˷ΎƠȳΎɅȽɀȳΎȯΎȺȽȼȵΎȰȺȯȱȹΎȱȺȽȯȹΎȯȼȲΎȶȷɁΎȴȯȱȳɅȯɁΎȱȽɄȳɀȳȲΎȷȼΎȲȯɀȹȼȳɁɁ˷Ύ ƙɀȳΎɇȽɃΎɂȶȳΎƟȶȽɁɂΎȽȴΎƛȶɀȷɁɂȻȯɁΎƞɃɂɃɀȳ˾ΎȯɁȹȳȲΎƫȱɀȽȽȵȳΎɅȶȳȼΎȶȳΎȯȾȾȳȯɀȳȲ˷ΎƚɃɂΎɂȶȳΎɁȾȷɀȷɂΎɁȯȷȲΎȼȽɂȶȷȼȵ˷ΎƠȳΎȸɃɁɂΎȼȽȲȲȳȲΎȯȼȲΎȰȳȵȯȼΎɂȽΎɅȯȺȹ˷ΎƫȱɀȽȽȵȳΎȴȽȺȺȽɅȳȲ˴ΎȰɃɂΎɅȯɁΎɁȽΎɁȱȯɀȳȲΎȽȴΎɂȶȳΎɁȾȷɀȷɂ˴ΎȶȳΎɅȯɁΎɂɀȳȻȰȺȷȼȵ˻ΎƬȶȳɇΎɂɀȯɄȳȺȳȲΎȴȽɅȯɀȲΎȷȼΎɂȷȻȳ˴ΎȯȼȲΎƫȱɀȽȽȵȳΎɁȯɅΎɂɅȽȰɃɁȷȼȳɁɁȻȳȼΎȶȳΎȹȼȳɅ˷ΎƬȶȳΎɁȾȷɀȷɂΎȾȽȷȼɂȳȲΎȯɂΎɂȶȳȻ˷ΎƫȱɀȽȽȵȳΎɅȳȼɂΎȱȺȽɁȳɀΎɂȽΎȺȷɁɂȳȼΎɂȽΎɂȶȳȻΎɂȯȺȹȷȼȵ˷ΎΎ

23

Scrooge was confused. The cloaked spirit took him to watch many other conversations just like thatone. Scrooge saw many people he knew, and they all seemed much happier that this mysterious, awful man had passed away. Slowly Scrooge began to understand.“Please spirit,” said Scrooge sadly, “I understand what you are showing me. Don’t show me anything more, I cannot take it!”But the spirit quietly let Scrooge to another place. It was a graveyard. The cloaked spirit pointed a bony finger at one of the gravestones.bony finger at one of the gravestones.“No, no, no!” cried poor old Scrooge as he fell to his knees. The gravestone read EBENEZER SCROOGE.“Spirit,” begged Scrooge, “please, I do not want this! You have my word, I will forever be a changed man,please take me back!”




ƫȱɀȽȽȵȳΎɅȯɁΎȱȽȼȴɃɁȳȲ˷ΎƬȶȳΎȱȺȽȯȹȳȲΎɁȾȷɀȷɂΎɂȽȽȹΎȶȷȻΎɂȽΎɅȯɂȱȶΎȻȯȼɇΎȽɂȶȳɀΎȱȽȼɄȳɀɁȯɂȷȽȼɁΎȸɃɁɂΎȺȷȹȳΎɂȶȯɂΎȽȼȳ˷ΎƫȱɀȽȽȵȳΎɁȯɅΎȻȯȼɇΎȾȳȽȾȺȳΎȶȳΎȹȼȳɅ˴ΎɂȶȽɃȵȶΎɂȶȳɇΎȯȺȺΎȺȽȽȹȳȲΎȻɃȱȶΎȽȺȲȳɀΎ˹ΎȶȷɁΎȼȳȾȶȳɅ˴ΎƚȽȰΎƛɀȯɂȱȶȷɂ˷˷˷ΎƬȶȳɇΎȯȺȺΎɁȳȳȻȳȲΎȻɃȱȶΎȶȯȾȾȷȳɀΎɂȶȯɂΎɂȶȷɁΎȯɅȴɃȺΎȽȺȲΎȻȯȼΎȶȯȲΎȾȯɁɁȳȲΎȯɅȯɇ˷ΎƫȺȽɅȺɇ˴ΎƫȱɀȽȽȵȳΎȰȳȵȯȼΎɂȽΎɃȼȲȳɀɁɂȯȼȲ˷˷˷ΎƨȺȳȯɁȳΎɁȾȷɀȷɂ˴ΎƫȱɀȽȽȵȳΎɁȯȷȲΎɁȯȲȺɇ˴ΎƜȽȼɂΎɁȶȽɅΎȻȳΎȯȼɇΎȻȽɀȳ˷ΎơΎȱȯȼȼȽɂΎɂȯȹȳΎȷɂ˻ΎƚɃɂΎɂȶȳΎɁȾȷɀȷɂΎȹȳȾɂΎȵȽȷȼȵ˷ΎƫȱɀȽȽȵȳΎȴȽȺȺȽɅȳȲΎȶȷȻΎȷȼɂȽΎȯΎȵɀȯɄȳɇȯɀȲ˴ΎȯȼȲΎɅȯɂȱȶȳȲΎɅȷɂȶΎȲɀȳȯȲΎȯɁΎɂȶȳΎɁȾȷɀȷɂΎȾȽȷȼɂȳȲΎȯΎȰȽȼɇΎ˛ȼȵȳɀΎȯɂΎȽȼȳΎȽȴΎɂȶȳΎȵɀȯɄȳɁɂȽȼȳɁ˷ΎƦȽ˴ΎȼȽ˴ΎȼȽ˻ΎȱɀȷȳȲΎƫȱɀȽȽȵȳΎȯɁΎȶȳΎȴȳȺȺΎɂȽΎȶȷɁΎȹȼȳȳɁ˷ΎƬȶȳΎȵɀȯɄȳɁɂȽȼȳΎɀȳȯȲΎƝƚƝƦƝƲƝƪΎƫƛƪƧƧƟƝ˷ΎΎ ƫȾȷɀȷɂ˴ΎȰȳȵȵȳȲΎƫȱɀȽȽȵȳ˴ΎȾȺȳȯɁȳ˴ΎơΎȲȽΎȼȽɂΎɅȯȼɂΎɂȶȷɁ˻ΎƱȽɃΎȶȯɄȳΎȻɇΎɅȽɀȲ˴ΎơΎɅȷȺȺΎȴȽɀȳɄȳɀΎȰȳΎȯΎȱȶȯȼȵȳȲΎȻȯȼ˷ΎƨȺȳȯɁȳΎɂȯȹȳΎȻȳΎȰȯȱȹ˻

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The next day, Scrooge awoke in his own bed. Happier than he’d ever been, he leapt up and shouted,“Yes! I will live in the Past, the Present and the Future! Thank you to the spirits and to JacobMarley for giving me a second chance!”It was Christmas day. The first thing Scrooge did was to buy a giant turkey and deliver it to the Crachit family. On his way, he ran into the two gentlemen who were collecting money for the poor.Happy as a clam, Scrooge hugged both of the gentlemen and promised to donate bags and bags of his gold to the phis gold to the poor. “Merry Christmas!” he shouted to all the people he passed. Scrooge then wentto his Nephew’s house. He shook his nephew’s hand, and even stayed for dinner.

As the days went on, Scrooge kept his promise to the spirits. He raised Bob Crachit’s salary, andso Tiny Tim lived. Scrooge smiled and laughed all the time. He became a good man. And everyChristmas, he remembered his journey with the three spirits, and he felt at peace.




ƬȶȳΎȼȳɆɂΎȲȯɇ˴ΎƫȱɀȽȽȵȳΎȯɅȽȹȳΎȷȼΎȶȷɁΎȽɅȼΎȰȳȲ˷ΎƠȯȾȾȷȳɀΎɂȶȯȼΎȶȳ ȲΎȳɄȳɀΎȰȳȳȼ˴ΎȶȳΎȺȳȯȾɂΎɃȾΎȯȼȲɁȶȽɃɂȳȲΎƱƝƫ˻ΎơΎɅȷȺȺΎȺȷɄȳΎȷȼΎɂȶȳΎƨȯɁɂ˴ΎɂȶȳΎƨɀȳɁȳȼɂΎȯȼȲΎɂȶȳΎƞɃɂɃɀȳ˻ΎƬȶȯȼȹΎɇȽɃΎɂȽΎɂȶȳΎɁȾȷɀȷɂɁΎȯȼȲƢȯȱȽȰΎƥȯɀȺȳɇΎȴȽɀΎȵȷɄȷȼȵΎȻȳΎȯΎɁȳȱȽȼȲΎȱȶȯȼȱȳ˻ơɂΎɅȯɁΎƛȶɀȷɁɂȻȯɁΎȲȯɇ˷ΎƬȶȳΎ˛ɀɁɂΎɂȶȷȼȵΎƫȱɀȽȽȵȳΎȲȷȲΎɅȯɁΎȰɃɇΎȯΎȵȷȯȼɂΎɂɃɀȹȳɇΎȯȼȲΎȲȳȺȷɄȳɀΎȷɂΎɂȽΎɂȶȳƛɀȯɂȱȶȷɂΎȴȯȻȷȺɇ˷ΎƧȼΎȶȷɁΎɅȯɇ˴ΎȶȳΎɀȯȼΎȷȼɂȽΎɂȶȳΎɂɅȽΎȵȳȼɂȺȳȻȳȼΎɅȶȽΎɅȳɀȳΎȱȽȺȺȳȱɂȷȼȵΎȻȽȼȳɇΎȴȽɀΎɂȶȳȾȽȽɀ˷ ΎƠȯȾȾɇΎȯɁΎȯΎȱȺȯȻ˴ΎƫȱɀȽȽȵȳΎȶɃȵȵȳȲΎȰȽɂȶΎȽȴΎɂȶȳΎȵȳȼɂȺȳȻȳȼΎȯȼȲΎȵȯɄȳΎɂȶȳȻΎȯȺȺΎɂȶȳΎȵȽȺȲΎȷȼȶȷɁΎȾȽȱȹȳɂɁ˷ΎƥȳɀɀɇΎƛȶɀȷɁɂȻȯɁ˻ΎȶȳΎɁȶȽɃɂȳȲΎɂȽΎȯȺȺΎɂȶȳΎȾȳȽȾȺȳΎȶȳΎȾȯɁɁȳȲ˷ΎƤȯɁɂȺɇ˴ΎƫȱɀȽȽȵȳΎɅȳȼɂΎɂȽȶȷɁΎȼȳȾȶȳɅ ɁΎȶȽɃɁȳ˷ΎƠȳΎɁȶȽȽȹΎȶȷɁΎȼȳȾȶȳɅ ɁΎȶȯȼȲ˴ΎȯȼȲΎȳɄȳȼΎɁɂȯɇȳȲΎȴȽɀΎȲȷȼȼȳɀ˷ ΎΎΎ

ƙȴɂȳɀΎƛȶɀȷɁɂȻȯɁΎɅȯɁΎȽɄȳɀ˴ ΎƫȱɀȽȽȵȳΎȱȽȼɂȷȼɃȳȲΎɂȽΎȹȳȳȾΎȶȷɁΎȾɀȽȻȷɁȳΎɂȽΎɂȶȳΎɁȾȷɀȷɂɁ˷ΎƠȳΎɀȯȷɁȳȲƚȽȰΎƛɀȯɂȱȶȷɂ ɁΎɁȯȺȯɀɇΎɁȽΎɂȶȳΎȴȯȻȷȺɇΎɅȽɃȺȲΎȰȳΎȯȰȺȳΎɂȽΎȯˎȽɀȲΎȱȯɀȳΎȴȽɀΎƬȷȼɇΎƬȷȻ˷ΎƫȱɀȽȽȵȳɁȻȷȺȳȲΎȯȼȲΎȺȯɃȵȶȳȲΎȯȺȺΎɂȶȳΎɂȷȻȳ˷ΎƠȳΎȰȳȱȯȻȳΎȯΎȵȽȽȲΎȻȯȼ˷ΎƙȼȲΎȳɄȳɀɇΎƛȶɀȷɁɂȻȯɁ˴ΎȶȳΎɀȳȻȳȻȰȳɀȳȲΎȶȷɁΎȸȽɃɀȼȳɇΎɅȷɂȶΎɂȶȳΎɂȶɀȳȳΎɁȾȷɀȷɂɁ˴ΎȯȼȲΎȶȳΎȴȳȺɂΎȯɂΎȾȳȯȱȳ˷ΎΎΎ

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More worksheets at www.education.com/worksheetsCopyright © 2010-2011 by Education.com2012-2013

Reading Comprehension - Story Map

Use the following chart to create a story map for A Christmas Carol.

Main Character

Title and Author

Setting

Problem

Solution

SupportingCharacters

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Reading Comprehension - Plot Organizer

The plot is what happens in a story. Use the following chart to organize a summary of the plot for A Christmas Carol by Charles Dickens.

Beginning

End

Middle (1) Middle (2) Middle (3)

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Reading Comprehension - Settings

The setting of a story is the time, place and environment where the story happened. Some stories have many different settings. Think of four different settings that you remember from A Christmas Carol by Charles Dickens. Describe them each in detail. Then draw a picture of your favorite setting from the story.

Setting 1

Setting 3

Setting 2

Setting 4

Draw a picture of a setting from the story.

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Reading Comprehension - Character IdentificationUse the following chart to organize all the main characters of A Christmas Carol by Charles Dickens. Be sure to include a description of each character including key words to describe the way the character looks, the way they act, and what key items in the story are important to the character.

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Reading Comprehension - Symbolism

Symbol Literal Meaning Symbolic Meaning

The chain on Jacob’s

ghost’s leg

Symbolism occurs when a person, place or thing comes to represent an abstract idea or concept. (Example: The eagle is a symbol of The United States.)What symbols can you identify in the story of A Christmas Carol? Fill the chart below with the different symbols found in the story. One example has been identified for you.

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Appendix B

Aligned Alabama Course of Study Standards

31

3rd Grade

English Language Arts

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

6. Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]

22. Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.1]

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.1a]

b. Provide reasons that support the opinion. [W.3.1b]

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.1c]

d. Provide a concluding statement or section. [W.3.1d]

23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

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a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

25. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

27. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6]

28. Conduct short research projects that build knowledge about a topic. [W.3.7]

29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

31. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [SL.3.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1a]

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

32. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

33

33. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [SL.3.3]

34. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [SL.3.4]

35. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [SL.3.5]

36. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) [SL.3.6]

37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]

38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]

a. Capitalize appropriate words in titles. [L.3.2a]

b. Use commas in addresses. [L.3.2b]

c. Use commas and quotation marks in dialogue. [L.3.2c]

d. Form and use possessives. [L.3.2d]

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]

34

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]

g. Write legibly in cursive.

h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]

39. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.3.3]

a. Choose words and phrases for effect.* [L.3.3a]

42. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

Arts Education Standards

1.) Use the primary tools of mind, body, and voice in an appropriate characterization for a simple

classroom production.

4.) Dramatize universal subjects and ideas in stories from different cultures.

6.) Identify different elements in a theatrical performance.

7.) Evaluate the effectiveness of the theatrical elements of a performance using accurate,

respectful, supportive, and constructive comments.

8.) Describe effects that sounds, movements, and visual images have on an audience.

10.) Identify ways in which the arts are used for personal pleasure and enrichment.

4th Grade


1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). [RL.4.3]

5. Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

35

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]

8. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

22. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [W.4.1a]

b. Provide reasons that are supported by facts and details. [W.4.1b]

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]


a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]


a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

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b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

25. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]

27. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

28. Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

29. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]

30. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

a. Apply Grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]”). [W.4.9a]

b. Apply Grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [W.4.9b]


32. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly. [SL.4.1]


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b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

33. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.4.2]

34. Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3]

35. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4]

36. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [SL.4.5]

37. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]


a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]


a. Use correct capitalization. [L.4.2a]

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b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]


a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]


1.) Demonstrate ways in which an actor communicates character and emotions.

2.) Improvise short scenes while working cooperatively in groups, including the use of role play.

5.) Identify thoughts and feelings evoked by a performance.

6.) Evaluate audience behavior of self and others to determine appropriateness.

5th Grade


2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3]

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. [RL.5.4]

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

6. Describe how a narrator’s or speaker’s point of view influences how events are described. [RL.5.6]

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

8. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

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22. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]


a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]


a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

40

25. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5). [W.5.5]

27. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]

28. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]

29. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

30. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). [W.5.9b]


32. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [SL.5.1]


b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

41

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

33. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]

34. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. [SL.5.3]

35. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]

36. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

37. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See Grade 5 Language standards 38 and 40 for specific expectations.) [SL.5.6]


a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]


a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

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a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. [L.5.3b]


5.) Analyze a dramatic performance to identify its intended personal emotional response.

6.) Compare ways in which ideas and emotions are expressed in theatre, dramatic media, dance,

music, and visual arts.

10.) Identify universal themes in literature.

A Christmas Carol - Squarespace · PDF fileA Christmas Carol Teacher Resource Guide BOOK by LYNN AHRENS & MIKE OCKRENT LYRICS by LYNN AHRENS MUSIC by ALAN MENKEN BASED ON THE NOVEL

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