What the Dickens
Resource Pack
R. Graves © Charles Dickens
Museum, London
What the Dickens
Table of Contents
1) Links to Dickens & the British Council Learn English and Teach English websites and resources
2) Oliver Twist Wanted Poster Activity
•
•
•
•
Higher Template
Medium Template
Lower Template
Example Poster
3) Oliver Twist: Crime & Punishment Lesson Plan
•
Crime & Punishment Worksheet
4) Victorian Inventions Worksheet
5) Oliver Twist: Story to Script Lesson Plan
6) Oliver Twist: Casting Fagin Lesson Plan
•
Casting Fagin Pictures
Charles Dickens links
• British Council Dickens teaching resources
http://www.teachingenglish.org.uk/dickens
An amazing source of educational material, ideas and inspiration for any teacher! Find
lesson plans, activities and information about courses and events here.
• Dickens interactive timeline
http://www.pbs.org/wgbh/masterpiece/olivertwist/dickens_timeline.html
• Dickens’ life video: http://www.bbc.co.uk/drama/bleakhouse/animation.shtml
• Dickens museum wiki: http://dickensmuseum.wikispaces.com/
• Dickens museum website: http://www.dickensmuseum.com/
• Free books: http://ebooks.adelaide.edu.au/d/dickens/charles/
• Oliver Twist: http://www.planetebook.com/Oliver-Twist.asp
http://www.gutenberg.org/ebooks/730
• Victorian Britain learner and teacher resources:
http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/
http://www.googlelittrips.org/
• Interactive map of London:
http://www.pbs.org/wgbh/masterpiece/olivertwist/olondon/olivers_london_flash.html
Extra Resources
• British Council Learn English website for kids
http://learnenglishkids.britishcouncil.org/en/
• British Council Learn English website for adults
http://learnenglish.britishcouncil.org/en/
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Oliver Twist: Wanted Poster
Level:
Suitable for mixed-ability classes
Age:
Teens
Aim:
To practise writing (product-based writing for more able pupils)
Subsidiary aim: To practise skills of scanning for specific information
Time:
25 minutes
Materials:
3 Wanted poster handouts – for three different levels
1 model poster (for most able pupils)
Syllabus fit:
as part of a series of lessons based on Oliver Twist or around Charles Dickens
Notes:
It is assumed that your students have read (most of) the Oliver Twist book and are familiar with the main
characters and storyline. The class should be divided into homogenous groups, i.e. similar-ability groups
The activity can be used with Fagin or Artful Dodger. There are 3 different posters (Lower, Medium and
Higher) for the following:
•
Pupils (general population) should design a poster using information about the chosen character
(physical description, crimes they have committed etc). Sentence starters are given as scaffolding.
•
Less able pupils are only required to complete the sentences.
•
Most able pupils design a poster from scratch using a model provided (Bill Sikes Wanted poster).
1
HAVE YOU SEEN THIS MAN?
WANTED
Include a photo
Reward: ___ Gold coins
for information leading to his capture
HAVE YOU SEEN THIS MAN?
WANTED
in connection with ________________
________________________________
________________________________
Age:
________________
Height:
________________
Include a photo
A dangerous criminal known as __________________. He is said to
have a _________________ complexion, ______________ hair and
___________________ eyes. He was last seen wearing ___________
__________________________ and ____________________________
______________________________ . He often ___________________
________________________________________________________ .
Reward: ___ Gold coins
for information leading to his capture
HAVE YOU SEEN THIS MAN?
WANTED
_________________________________
Description
Age:
___________
Height:
___________
Hair:
___________
Eyes:
___________
Include a photo
Was last seen wearing ________________________________________
Wanted in connection with ____________________________________
___________________________________________________________
Reward: ___ Gold coins
HAVE YOU SEEN THIS MAN?
WANTED
For the brutal murder
of Nancy Brown in the Clerkenwell
district of the city
William Sikes
Include a photo
Sikes is 39 years old and 6 feet high. He is said to have a swarthy
complexion and is often unshaven. He has black, unkempt hair and
dark brown eyes. He usually wears a battered top hat, heavy coatjacket and hob-nailed boots. He carries a large club and is
accompanied by a Sataffordshire pitbull, answering to the name of
‘Bullseye”. The public are warned that Sikes is known for his violent
temper. He is also wanted in connection with a spate of burglaries
and for the abduction of a minor.
Reward: 50 Gold coins
for information leading to his capture
Adapted from www.teachit.co.uk
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Oliver Twist: Crime and Punishment Lesson Plan
Victorian Justice
Level:
Lower Intermediate / B1+
Age:
Teens
Aim:
To practise skills of reading for gist, reading for detail and to teach the higher
order thinking skill of comparing & contrasting
Subsidiary aim:
To review higher order thinking skills of classifying and justifying???
Time:
135 minutes (3 lessons)
Materials:
Oliver Twist - Penguin Readers: Level 6 (can be adapted for other levels),
DVD Oliver Twist by Roman Polanski (2005)
Syllabus fit:
Law, Crime, Problem Teens or as part of a series of lessons based on Oliver
Twist
Lesson Outline
Activity / Stage
Time
Video (Pre-Reading)
20 min
Reading
can be set as Homework
After reading (LOTS)
+ optional analysis (HOTS)
15-25 min
Discussion & Personalization
15-20 min
Background (Bridging Text & Context)
40 min
Computer room or HW
A second look (re-reading)
15 min
or HW
Video 2
+ Explicit Teaching of HOTS
20 min
Role-play (Post-reading)
15 min
1
Remarks
Procedure
Video-activity (Pre-reading)
In this activity, which serves as pre-reading, students watch a snippet from Oliver Twist – the
scene where Oliver witnesses a crime and, after a chase, gets caught. (start 45:25 end– 47.36).
Arrange the activity as split-viewing with the sound off
Split-viewing is a task-based activity based on information gap. Half of the class sits with
their backs to the screen and the other half facing the screen. The first half should then tell the
second half what happened in the video (e.g. He was standing on a street corner…); the
second half may ask questions (e.g. What was the man wearing?)
Divide the class into groups of four. Divide each group into two witnesses and two reporters.
OPTION 1
Tell reporters to sit with their backs to the screen. Lower the volume and play the scene.
Witnesses watch the scene from Oliver Twist and then tell reporters what they saw (“witnessed”).
Repeat viewing if necessary.
OPTION 2
Distribute handouts. Send reporters out of the classroom and tell them to prepare to interview the
witnesses by writing four-five questions (e.g. What did you see? What did he look like?).
Witnesses can be given time to practice telling the story before reporters are invited back into the
room.
Monitor while reporters are interviewing journalists and help with language.
At the end of the activity, show the video once again for the whole class, this time with sound on.
Classroom management tip (mixed-ability classes):
You can vary the number of witnesses / reporters. For example, you can have one witness
(usually a stronger student) per 3 reporters – also makes the activity less noisy.
Round off this stage by asking students to predict what they think will happen next.
Reading
Students read chapter 9 in the book. This can be done as homework.
After reading
The aim of the activity is to check basic comprehension of the text (LOTS) and teach (in context)
some lexis related to the topic of Law / Crime.
2
A. Distribute handouts (p.2) and ask your students to match the characters and their descriptions.
Answers A
Oliver is accused of stealing
Mr Brownlow is a victim of the crime
Magistrate has a drink problem
Police officer brings Oliver to the court
Bookseller owns a bookshop
B. Then get students to match the characters with their actions. You can also ask them to find
specific places in the text which prove it. Clarify the meaning where necessary.
Answers B
Oliver claims he is innocent / is found innocent / almost faints
Mr Brownlow takes pity on Oliver / does not want to press charges / takes Oliver home
Magistrate speaks in a rude manner / behaves irrationally / passes a harsh sentence
Bookseller tells the truth
False clue: Is disrespectful to the court
You can also ask students to put the events in order and/or use the above expressions to retell the
chapter. The literary terms protagonist, antagonist, conflict and resolution can also be introduced
or, if previously taught, reinforced here.
C. If you have already taught HOTS of classifying, elicit from students how the five characters in
the chapter can be classified (e.g. according to their attitude towards Oliver, according to how
kind / nasty they are etc).
If you have not taught HOTS of classifying, ask your students to complete one of the graphic
organizers available here: http://www.dubois.cps.k12.il.us/PDFs/character_study.pdf. GO 5.1
(Character Map #1) or GO 5.7 (Attribute Web #3) are recommended for this activity, but others
can be used too.
Discussion
The aim of this stage is to promote discussion through Weber’s two-footed approach, where the
first two questions relate to students’ personal experiences and the next two questions relate to the
topic of the lesson.
PERSONAL ANECDOTE
If you want to get your students to describe their personal experiences (Questions 1 & 2) in more
detail, you may provide scaffolding and write a few follow-up questions on the board. For
example, to expand on Question 1 you can write:
a) How did you prove your innocence?
b) Did anybody interfere / help you out?
c) How did you feel after the whole experience?
3
Background
The aim of this stage is to provide more background on the Justice system in Dickens’ times
(bridge text and context) to enhance understanding of the text. The activity should be done in a
computer room or assigned as homework.
Make sure your students know the meaning of the following vocabulary:
prosecutor, defendant, the accused, conviction, sentence, jury/juror
They may already be familiar with some of these words after reading the chapter in the book.
Since most of these are legal terms, they may not be necessarily useful for learners in terms of
productive knowledge. Therefore you can simply provide them with L1 translations.
Divide the class into groups and assign each group to look at different aspects of the 19th century
justice system – different sections of the webpage: http://vcp.e2bn.org/justice/
•
•
•
•
Catching the Criminal
Sentences & Punishment
Court & Judiciary
Witnesses, Lawyers & Juries
There are 8 comprehension check questions (true/false), two for each section of the website.
Answers:
1. True
2. False (The accused were normally brought to court by the victims, i.e. private citizens)
3. False (Trials in the 19th century were often quick)
4. True
5. False (It was rare for the accused to have a defence lawyer)
6. True
7. False (Crime rates continued to rise through much of the 19 th century)
8. True
NB. Some sections are shorter than others; make sure you assign these to weaker groups.
Alternatively, you can combine the shorter sections and assign them to one group of more able
students. You can also encourage more able students to go into further reading links at the end
of each page.
After students have familiarised themselves with different aspect of the justice system, regroup
them and have them share the information with their peers (jigsaw)
A second look
Students re-read the text and discuss the questions. If they have been previously introduced the
HOTS of Making connections, you can elicit it from students. In this case, they are making
connections between the text and the context in relation to cultural conventions of the time.
Video 2
4
The aim of this activity is explicit teaching of HOTS of Comparing & Contrasting using inductive
methodology.
Play the next scene on the DVD (the trial) and elicit from students whether the scene in the film is
different from the chapter in the book. Play the scene once again and ask students to watch more
carefully and fill in the table (p. 3). Elicit from students what activity they have just done
involved (Comparing & Contrasting) and when this skill can be applied in real life. How using
this skill help us in life? How can this skill be applied to the text at hand? (comparing different
characters, their behaviour, attitude etc). Elicit how this can be graphically represented (charts,
diagrams). Draw a Venn diagram on the board. Ask students to use the diagram to compare the
legal system in the Victorian times and now.
Role play
In this post-reading activity, students re-enact the trial scene and add another character. At the
end of the activity, ask each group to justify why they have chosen this particular character. Once
again, if the HOTS of Generating Possibilities has been previously taught, you can use this
activity to reinforce it.
Reflection
Allow students some time to reflect first in group discussion, then conduct whole class
discussion. More able students can be asked to write their reflections.
5
Oliver Twist: Crime and Punishment Worksheet
Victorian Justice
The book
An orphan Oliver Twist runs away from the harsh conditions of the workhouse where he
was working and travels to London. He makes friends with a gang of pickpockets. Naïve
and unaware of their criminal activities, he goes out with them one day and gets the
shock of his life…
Video-activity
You are a WITNESS.
Watch the scene carefully. Note down any
useful words which will help you describe
the scene.
You are a REPORTER.
You are going to interview a witness about
a crime (s)he saw. Make a list of questions
you will ask:
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?
2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?
3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?
4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?
What do you think happens next? Which characters can defend Oliver?
Read the chapter from the book and find out.
1
Oliver Twist: Victorian justice
After reading
A. Match the characters with their descriptions
Character
Description
Oliver
owns a bookshop
Mr Brownlow
has a drink problem
Magistrate
is a victim of the crime
Police officer
is accused of stealing
Bookseller
brings Oliver to the court
B. Now match the characters with the actions
claims he is innocent
speaks in a rude manner
behaves irrationally
takes Oliver home
takes pity on Oliver
does not want to press charges
is found innocent
passes a harsh sentence
almost faints
tells the truth
is disrespectful to the court
is cleared of all charges
NB. Some of them may fit more than one character and one does not fit anyone.
C. Now classify each character and complete a graphic organizer
2
Discussion
Discuss in pair / groups:
1. Have you ever been accused of something you did not do?
2. Have you ever spoken out for a friend who was accused of something he did not do?
3. Do you think the magistrate’s sentence was too harsh? Explain.
4. How does the author describe the criminal justice system?
Background
Find out more about the justice system in Victorian England by going to this website:
http://vcp.e2bn.org/justice/
Then answer the True or False questions below.
1. The police force was created in 1856.
2. The accused were normally brought to court by a policeman.
3. Trials in the 19th century were very long.
4. The prosecutor was not a professional lawyer.
3
5. The accused always had a defence lawyer.
6. Judges had more power to make judgments in the past.
7. Crime rates were going down in the 19th century.
8. Punishments for crimes were becoming tougher.
A second look
Now read the chapter again.
• How do events described in the text reflect the life in the author’s times?
• Has your understanding of the story and the character’s behaviour changed
after you have learnt more about the topic? How?
Video 2
Watch the video again. How is the scene in the film different from the book? Watch
again and complete the table below.
Setting
Differences
Similarities
Characters
4
Events
Role-play
In groups of 6, re-create a trial. Appoint a magistrate, victim, the accused, police office
and a witness and add another character of your choice.
Follow up: Why did you choose this character? Justify your choice.
Reflection
•
Did you enjoy this text? Explain.
•
What surprised you when you read the text?
•
Did reading the chapter make you want to read the whole book? Why (not)?
•
How did the HOTS of comparing and contrasting help you understand the text?
•
How can you apply this HOTS in other aspects of your life?
5
4
Victorian Inventions
Date
Name
Choose and circle the right inventions from the box!
telephone
washing machine
radio
train
television
ipod
camera
coke
sewing machine
dishwasher
vacuum cleaner
The Victorians invented…
Sally Barker
Dalry PS
Victorian Inventions
Name
Date
Test your knowledge!! Underline the correct
answer.
The Victorians invented:
Cameras
True or false?
Dishwashers
True or false?
Television
True or false?
Radio
True or false?
Sewing machines
True or false?
Telephone
True or false?
Coca-cola
True or false?
Trains
True or false?
Vacuum cleaners
True or false?
Sally Barker
Dalry PS
Victorian Inventions
Name
Date
Which is your favourite invention? Or which do
you think is the most useful? Draw me a picture
of it.
Sally Barker
Dalry PS
Oliver Twist by Charles Dickens
FROM STORY TO SCRIPT
Read pages 29 to 30 of Dickens novel, beginning:
‘The room in which the boys were fed …’ to ‘… that boy will come to be hung’.
[See next two pages of this booklet]
You are going to work in small groups, turning the above passage into a drama
script.
Your script should consist of three scenes :
1. The drawing of lots
2. Oliver asks for more
3. Before The Board
The script should be for four people – although there will be more parts, so you will
have to double up on certain roles (e.g. the tall boy and Mr Limbkins). Here is a list
of possible character parts for each of the scenes:
Scene 1:
Scene 2:
Scene 3:
Oliver Twist, Tall boy, two other workhouse ‘brats’
Mr Bumble, Oliver, Assistant, another boy
Mr Limbkins, white-waistcoated gentleman, Oliver, Mr Bumble
HOW TO LAY OUT YOUR SCRIPT
•
•
•
•
The play opens with a brief description of the setting.
The names of the characters are written on the left of the page, usually capital
letters.
The words they say are written next to the names. There are no speech
marks.
Descriptions of how the characters move and behave are written in brackets.
These are called ‘stage directions’.
Try to make the characters use words and actions that match their
personalities.
•
Copyright © 2001 www.teachit.co.uk
oliver3
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5
Oliver Twist by Charles Dickens
The room in which the boys were fed, was a large stone hail, with a copper at
one end: out of which the master, dressed in an apron for the purpose, and
assisted by one or two women, ladled the gruel at mealtimes. Of this festive
composition each boy had one porringer, and no more – except on occasions of
great public rejoicing, when he had two ounces and a quarter of bread besides.
The bowls never wanted washing. The boys polished them with their spoons till
they shone again; and when they had performed this operation (which never
took very long, the spoons being nearly as large as the bowls), they would sit
staring at the copper, with such eager eyes, as if they could have devoured the
very bricks of which it was composed; employing themselves, meanwhile, in
sucking their fingers most assiduously, with the view of catching up any stray
splashes of gruel that might have been cast thereon. Boys have generally
excellent appetites. Oliver Twist and his companions suffered the tortures of
slow starvation for three months: at last they got so voracious and wild with
hunger, that one boy, who was tall for his age, and hadn’t been used to that sort
of thing (for his father had kept a small cook-shop), hinted darkly to his
companions, that unless he had another basin of gruel per diem, he was afraid
he might some night happen to eat the boy who slept next him, who happened
to be a weakly youth of tender age. He had a wild, hungry eye; and they
implicitly believed him. A council was held; lots were cast who should walk up
to the master after supper that evening, and ask for more; and it fell to Oliver
Twist.
[END OF SCENE 1]
The evening arrived; the boys took their places. The master, in his cook’s
uniform, stationed himself at the copper; his pauper assistants ranged
themselves behind him; the gruel was served out; and a long grace was said
over the short commons. The gruel disappeared; the boys whispered each other,
and winked at Oliver; while his next neighbours nudged him. Child as he was,
he was desperate with hunger, and reckless with misery. He rose from the table;
and advancing to the master, basin and spoon in hand, said: somewhat alarmed
at his own temerity:
‘Please, sir, I want some more.’
The master was a fat, healthy man; but he turned very pale. He gazed in
stupefied astonishment on the small rebel for some seconds, and then clung for
support to the copper. The assistants were paralysed with wonder; the boys
with fear.
‘What!’ said the master at length, in a faint voice. ‘Please, sir,’ replied Oliver,
‘I want some more.’ The master aimed a blow at Oliver’s head with the ladle;
pinioned him in his arms; and shrieked aloud for the beadle.
[END OF SCENE 2]
Copyright © 2001 www.teachit.co.uk
oliver3
4
Oliver Twist by Charles Dickens
The board were sitting in solemn conclave, when Mr. Bumble rushed into the
room in great excitement, and addressing the gentleman in the high chair, said,
‘Mr. Limbkins, I beg your pardon, sir! Oliver Twist has asked for more!’
There was a general start. Horror was depicted on every countenance. ‘For
more!’ said Mr. Limbkins. ‘Compose yourself, Bumble, and answer me
distinctly. Do I understand that he asked for more, after he had eaten the supper
allotted by the dietary?’
‘He did, sir,’ replied Bumble.
‘That boy will be hung,, said the gentleman in the white waistcoat. ‘I know that
boy will be hung.’
Nobody controverted the prophetic gentleman’s opinion. An animated
discussion took place. Oliver was ordered into instant confinement; and a bill
was next morning pasted on the outside of the gate, offering a reward of five
pounds to anybody who would take Oliver Twist off the hands of the parish. In
other words, five pounds and Oliver Twist were offered to any man or woman
who wanted an apprentice to any trade, business, or calling.
‘I never was more convinced of anything in my life,’ said the gentleman in the
white waistcoat, as he knocked at the gate and read the bill next morning: ‘I
never was more convinced of anything in my life, than I am that that boy will
come to be hung.’
[END OF SCENE 3]
FROM STORY
TO SCRIPT
Copyright © 2001 www.teachit.co.uk
oliver3
5
6
Oliver Twist: Casting Fagin Lesson Plan
Level:
Intermediate / B1+
Age:
Teens
Aim:
To practise skills of scanning for specific information
Subsidiary aim: To review higher order thinking skills of explaining patterns (optional)
Time:
35 minutes
Materials:
Oliver Twist - Penguin Readers: Level 6 (can be adapted for other levels),
DVD Oliver Twist by Roman Polanski (2005)
Handout – Four photos of potential candidates for the role (printed in colour)
Syllabus fit:
as part of a series of lessons based on Oliver Twist or around Charles Dickens
Procedure
Preparation
It is assumed that your students have read the Oliver Twist book or part of it until a point where Oliver meets
Fagin (chapters 8-9 in the original novel). It is also important that students have not seen the film.
Pre-reading
Show students four photos of potential candidates for the role of Fagin (Worksheet 1). Give instructions for the
activity:
Imagine you were a film director. Who would you cast as Fagin?
Clarify “cast” (choose someone, usually an actor, for a particular role)
Allow some time to discuss in groups of 3-4 before conducting whole class feedback.
Reading
Now ask students to go back to the text and find all the words in the text related to Fagin’s physical description.
Depending whether you conduct this activity in a computer room or on paper, ask students to highlight or
underline all the relevant words.
1
OLIVER TWIST – PENGUIN READERS LEVEL 6
ch. 6-7
“a very old Jew, whose evil-looking face was partly hidden by his thick, red hair. He was dressed in a dirty
woollen coat.” (p.19)
“playful old gentleman” (p. 20)
“ugly, twisted smile” (p.20)
“cheerful old gentleman” (p. 23)
OLIVER TWIST – ORIGINAL NOVEL
ch. 8
The walls and ceiling of the room were perfectly black with age and dirt. There was a deal table before the fire:
upon which were a candle, stuck in a ginger-beer bottle, two or three pewter pots, a loaf and butter, and a plate.
In a frying-pan, which was on the fire, and which was secured to the mantel-shelf by a string, some sausages
were cooking; and standing over them, with a toasting-fork in his hand, was a very old shrivelled Jew, whose
villanous-looking and repulsive face was obscured by a quantity of matted red hair. He was dressed in a greasy
flannel gown, with his throat bare; and seemed to be dividing his attention between the frying-pan and a clotheshorse, over which a great number of silk handkerchiefs were hanging.
More descriptions can be found further on in the book. So if your students have read the whole novel, they will
have formed a more complete visual image of the character.
“Hideous grin”, “bright dark eyes”, “merry old gentleman” (ch. 9), “skinny hands” (ch. 19) etc
Post-reading 1
Ask your students to go back to the photos and see whether they have changed their mind. They should be
prepared to justify their choice.
Post-reading 2
Play the scene from the film where Oliver meets Fagin. Ask students:
Why do you think the director chose this particular actor (Ben Kingsley). Do you agree with his choice?
Extension
On numerous occasions - especially in the unabridged version - Dickens refers to Fagin as “the Jew”. If you
would like to explore what may seem as anti-Semitic references in the novel, this article may be of interest:
news.bbc.co.uk/2/hi/uk_news/england/london/4117609.stm
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