Starter Activity: Starter Activity:

What do we mean by ‘context’? What do we mean by ‘context’?

Why is it important to include context in our answer? Why is it important to include context in our answer?

How many different contexts can you think of that we How many different contexts can you think of that we
have studied so far this year? have studied so far this year?

Starter Activity: Starter Activity:

What do we mean by ‘context’? What do we mean by ‘context’?

Why is it important to include context in our answer? Why is it important to include context in our answer?

How many different contexts can you think of that we How many different contexts can you think of that we
have studied so far this year? have studied so far this year?

Starter Activity: Starter Activity:

What do we mean by ‘context’? What do we mean by ‘context’?

Why is it important to include context in our answer? Why is it important to include context in our answer?

How many different contexts can you think of that we How many different contexts can you think of that we
have studied so far this year? have studied so far this year?

Starter Activity:

What do we mean by ‘context’?

Why is it important to include context in our answer?

How many different contexts can you think of that we

have studied so far this year?
 Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
 Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
 Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
Questions – Set 1
- Why does a writer create a novel?
- Who do they expect to read a novel?
- Do you think that it depends which ‘class’ you are as to whether
you read or not?
- Historically, did it matter about your class? How?
Questions – Set 2
- What is Capitalism?
- What is Socialism?
- What is Communism?
- What kind of a society is the UK today?
- What kind of a society do you think the UK was in Victorian
England?
Questions – Set 3
- Would you describe the UK as a religious country?
- Do you think Victorian England was religious?
- What is the purpose of religion?
Questions – Set 4
- Do ghosts exist?
- What kind of people believe in the paranormal?
- Why do you think people believe in the paranormal?
- Historically, why did people believe in ghosts?
 Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.
Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.
Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.
Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.
Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.
Developing Understanding:
Create a spider diagram in your book titles ‘Becoming an Informed
Reader’.
You will be given a series of questions to discuss and answer in
your books. Each set of questions will form a different branch on
your spider diagram.

Developing Understanding:

Create a spider diagram in your book titles ‘Becoming an Informed

Reader’.

You will be given a series of questions to discuss and answer in

your books. Each set of questions will form a different branch on
your spider diagram.
 Context Focus: Context Focus:
Watch the short biographical video about Charles Dickens and Watch the short biographical video about Charles Dickens and
write down any facts that might be useful for historical context. write down any facts that might be useful for historical context.

Context Focus: Context Focus:

Watch the short biographical video about Charles Dickens and Watch the short biographical video about Charles Dickens and
write down any facts that might be useful for historical context. write down any facts that might be useful for historical context.

Context Focus: Context Focus:

Watch the short biographical video about Charles Dickens and Watch the short biographical video about Charles Dickens and
write down any facts that might be useful for historical context. write down any facts that might be useful for historical context.

Context Focus:

Watch the short biographical video about Charles Dickens and

write down any facts that might be useful for historical context.
 Challenge Question – SMSC Focus: Challenge Question – SMSC Focus:

Having considered different areas of historical context, why do you Having considered different areas of historical context, why do you
think Charles Dickens decided to write ‘A Christmas Carol’? think Charles Dickens decided to write ‘A Christmas Carol’?

How would somebody feel reading the novel at the time it was How would somebody feel reading the novel at the time it was
released? released?

Challenge Question – SMSC Focus: Challenge Question – SMSC Focus:

Having considered different areas of historical context, why do you Having considered different areas of historical context, why do you
think Charles Dickens decided to write ‘A Christmas Carol’? think Charles Dickens decided to write ‘A Christmas Carol’?

How would somebody feel reading the novel at the time it was How would somebody feel reading the novel at the time it was
released? released?

Challenge Question – SMSC Focus: Challenge Question – SMSC Focus:

Having considered different areas of historical context, why do you Having considered different areas of historical context, why do you
think Charles Dickens decided to write ‘A Christmas Carol’? think Charles Dickens decided to write ‘A Christmas Carol’?

How would somebody feel reading the novel at the time it was How would somebody feel reading the novel at the time it was
released? released?

Challenge Question – SMSC Focus:

Having considered different areas of historical context, why do you

think Charles Dickens decided to write ‘A Christmas Carol’?

How would somebody feel reading the novel at the time it was
released?
 Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.
Lesson Objectives:
- To understand what is meant by ‘context’ and
how to use it within my answers.
- To begin to develop an understanding of the
context surrounding ‘A Christmas Carol’.
- To explain how using context will make me an
‘informed reader’.