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K–12 teaching and learning · from the UNC School of Education

Using Different Versions of "'Twas the Night...Christmas" to help Gr.1 Language

This lesson allows the teacher to read different versions of this classic in accents indigenous to certain cultures and then provides a writing lesson for students to write their own version of "'Twas the Night" for their school!

A lesson plan for grade 1 English Language Arts

By Dirk Robertson

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  • Great endings: Sometimes authors end their stories with a memory, a feeling, a wish, or a hope. Other times they end the story by referring back to the language of the beginning. In this lesson, students will examine the characteristics of good endings by reading good endings of narrative picture books. They will then practice writing good endings for their own narratives.

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Learning outcomes

Students will:

  • learn the differences between certain cultures via the use of vocabulary and accents in various versions of “‘Twas the Night Before Christmas.”
  • compare and contrast the language of various versions of “‘Twas the Night Before Christmas” with their own.
  • produce their own version of “‘Twas the Night…” for their own school using the worksheet provided.

Teacher planning

Time required for lesson

3 Days

Materials/resources

The following books need to be obtained from a library or purchased from Follett Library Resources (1-800-435-6170). Of the following #2 is required and the others may be purchased as desire to enhance:

  1. Item #20845L5 “Night Before Christmas” by Moore ($14.44)
  2. Item #26642B8 “Cajun Night Before Christmas” by Trosclair ($12.70)
  3. Hot Off the Press Bonus resource! “Petite Rouge: A Cajun Red Riding Hood” by Artell (Item#17294L5 ($13.59)) had just been published if you want another Cajun story to enhance the Cajun dialect focus of this lesson
  4. Item #25925H8 “Gullah Night Before Christmas” by Geraty ($12.70)
  5. Item #16517J1 “Irish Night Before Christmas” by Blazek ($12.70)

    6. Item #12355C6 “Hillbilly Night Afore Christmas” ($12.70)

  6. Item #23932M4 “Teachers’ Night Before Christmas” by Layne ($12.70)
  7. Item #04684F4 “Night Before Christmas, in Texas, That Is” (10.96)

Technology resources

Log onto the website http://www.designerlady.com/NiteB4Xmas/Flash.html to hear and see a computer version of the story in addition to a bonus sing-along and other holiday activities available here!

Bonus: purchase any audio CD with a reading of the poem from http://www.amazon.com or http://www.TowerRecords.com (a recording of Liberace is great if you can find it!)

Pre-activities

This lesson requires no preparation other than the rehearsal of basic writing skills. The teacher can choose to prepare the storytelling by going over new vocabulary language prior to reading. This author prefers doing that after the reading to give the students a chance to create meaning in the context of use in a question-and-answer session after the reading. The time you have to devote to discussion will affect preparation.

Activities

The steps belows can be performed by the teacher as needed (you may choose to do many steps in one day or you may spread your lesson across the week as your schedule suits):

  1. Read the traditional “‘Twas the Night Before Christmas” to inform children who may not have heard the familiar version.
  2. Explain the Cajun culture to the students
    • show a map indicating the bayou country of Louisiana and how children there live in little houses on poles in the bayou and are surrounded by alligators
    • explain how they talk differently from the way they talk because the people are known as Creole and come from the country of France
  3. Read the “Cajun Night Before Christmas” and discuss the differences afterwards
    • “was Santa in a sleigh?” (no, a skiff- Why? because they are in the bayou)
    • “were reindeer pulling the sleigh? (no, alligators- Why? because of the bayou)
    • “were the alligators’ names different from the reindeer?” (yes, Why? because the Creole people came from France so the gators had French names)
    • “were sugarplums mentioned as a food in the Cajun story?” (no, Why? because the Cajunfoods Gumbos and Yams were appropriate)

    ***this analysis can continue with other language in this story as long as the teacher wishes)

  4. If the teacher wishes to repeat step 3 with other versions of the poem mentioned in the “materials needed” area, he/she may do so (but be ready to budget more days!)

Later that afternoon:

  1. As a fun activity, log onto the website under technology resources and let the children watch and listen to the version on the computer site and then have a carol sing-along as a bonus activity!

Next Day:

  1. Have a writing lesson printed from the URL address http://www.iss.k12.nc.us/schools/mountmourne/drobertson/twaswork.html and have the whole class work together to compose their own version of “‘Twas the Night…” for their school (be ready to suggest some key phrases unique to your school to help the students along if they need it)
  2. Publish the finished student product either on a software program or as a craft project with construction paper and display!

Assessment

Go to Christmas Lesson Rubric to print off a copy and have the students evaluate themselves when asked questions about the lesson;

Do the following for the teacher evaluation of the lesson:

  • interview each child afterward and ask them specific review questions comparing/contrasting the two versions
  • Why were there alligators instead of reindeer?
  • Why was there a skiff instead of a sleigh?
  • Why was there gumbo instead of sugarplums?
  • What was the Cajun Santa wearing?
  • What does Santa wear in our school?
  • Can you name an alligator’s name?
  • Can you name a reindeer’s name?

evaluate the written product to see if the student correctly wrote their own version of “‘Twas the Night…”

Supplemental information

Nothing other than be ready to research the Cajun culture and other cultures you pursue in case questions arise from the students!

Related websites

http://www.designerlady.com/NiteB4Xmas/Flash.html

Comments

I like reading books with different accents and fell in love with this Cajun story several years ago. The first graders really enjoy hearing this different language and experiencing this Christmas poem through different eyes!

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 1

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.05: Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.
    • Objective 3.07: Compare authors' uses of conventions of language that aid readers including:
      • kinds of sentences.
      • capitalization of first word in a sentence and proper names.
      • punctuation to end a declarative and interrogative sentence.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Extend skills in using oral and written language:
      • clarifying purposes for engaging in communication.
      • using clear and precise language to paraphrase messages.
      • engaging in more extended oral discussions.
      • producing written products.
      • completing graphic organizers.
    • Objective 4.05: Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).