1. Oliver Twist by Charles Dickens

2. Written by Charles Dickens in 1837
The story is of the orphan Oliver Twist, who starts his life in a workhouse and is then sold into apprenticeship with an undertaker. He escapes from there and travels to London, where he meets the Artful Dodger, a member of a gang of juvenile pickpockets led by the elderly criminal, Fagin.
Oliver Twist is notable for its unromantic portrayal by Dickens of criminals and their sordid lives, as well as for exposing the cruel treatment of the many orphans in London in the mid-19th century.

3. “Workhouse Diet” and Poor Law described in Oliver Twist

4. Background of the story “Oliver Twist”
Oliver Twist was born into a life of poverty and misfortune in a workhouse in an unnamed town.
Orphaned by his mother's death in childbirth and his father's unexplained absence, Oliver is meagerly provided for under the terms of the Poor Law and spends the first nine years of his life living at a baby farm in the 'care' of a woman named Mrs. Mann.
Oliver is brought up with little food and few comforts. Around the time of Oliver's ninth birthday, Mr. Bumble, the parish beadle, puts him to work at the main workhouse. Oliver toils with very little food. One day, the desperately hungry boys decide to draw lots; the loser must ask for another portion of gruel. The task falls to Oliver, who at the next meal tremblingly comes up forward, bowl in hand, and begs Mr. Bumble for gruel with his famous request: "Please, sir, I want some more".

5. Passage from Oliver Twist…
¶1 “The room in which the boys were fed, was a large stone hall, with a copper at one end…ladled the gruel at meal-times.”
copper
ladled
gruel

6. con’t passage from Oliver Twist
¶1 “Of this festive composition each boy had one porringer, and no more- except on occasions of great public rejoicing…”
“festive composition”- consider the tone- is this a festive time?
porringer: using context clues guess what this word means.

7. cont’ Oliver Twist passage
assiduously=
constantly (licking their fingers)
voracious=
craving for food/starved
¶ 1 “…meanwhile, in sucking their fingers most assiduously, with the view of catching up any stray splashes of gruel that might have been cast thereon.”
¶1 “Oliver Twist and his companions suffered the tortures of slow starvation for three months: at last they got so voracious and wind with hunger…”

8. con’t Oliver Twist passage
¶ 1 “…he was afraid he might some night happen to eat the boy who slept next to him…”
¶ 1 “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.”
Figure of Speech (hyperbole) meaning=
boys were desperate because they were so hungry
“council was held” =
boys had a meeting
“lots were cast”=
there was a vote to nominate who spoke on behalf of the boys

9. con’t Oliver Twist passage
¶ 2 “…the boys whispered each other, and winked at Oliver, while his next neighbours nudged him.”
Consider the tone. Even though the boys are starving how do they provoke Oliver Twist to speak up?

10. con’t Oliver Twist passage
¶ 2 “Child as he was, he was desperate with hunger, and reckless with miser. He rose from the table…said: somewhat alarmed at his own temerity…”
“Please sir, I want some more.”
(famous line)
temerity=
timid; scared

11. Page 2 of passage from Oliver Twist Pay close attention to the dialogue
Start to track how the dialogue reveals the tone and attitude towards the main character Oliver Twist.
You will look for similarities when we read the next passage from author James Joyce, A Portrait of the Artist as a Young Man.
Notice the use of exclamatory statements

12. con’t Oliver Twist passage
¶ 4 The assistants were paralysed with wonder.
¶ 7 The master…shrieked aloud for the beadle. (officer)
¶ 9 “Mr. Limbkins, I beg your pardon, sir! Oliver Twist has asked for more!”
¶ 10 Horror was depicted on every countenance. (expression)
What tone is conveyed in these lines?

13. con’t Oliver Twist passage
¶ 11 “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?”
Re-write these line in your own words to ensure comprehension.

14. con’t Oliver Twist passage
¶ 13 “That boy will be hung…”
¶ 14 Nobody controverted the prophetic gentleman’s opinion…Oliver was ordered to instant confinement…offering a reward of five pounds to anybody who would take Oliver Twist off the hands of the parish.”
Consider the tone of this line.
argued/debated

15. con’t Oliver Twist passage
¶ 16 “…I should perhaps mar the interest of this narrative…”
“…whether the life of Oliver Twist had this violent termination or no.”
Why do you think Dickens ended this passage with that line? What is the literary effect?
mar=
damage/spoil
*Cliff hanger- reader wants to turn the page and read more to find out!

16. After reading the passage Oliver Twist, view the following movie trailer from Disney:

17. A Portrait of the Artist as a Young Man
By James Joyce
Published in 1916
*As you read this text, you will gather information and answer questions about the affect dialogue or events.

18. Passage from A Portrait of the Artist as a Young Man
refectory= dining hall- where is the main character do you think?
¶ 1 “The bell rang and then the classes began to file out of the rooms and along the corridors towards the refectory.”
¶ 1 “But he drank off the hot weak tea which the clumsy scullion, girt with a white apron…”
¶ 1 “…that it was hogwash. Their fathers were magistrates, the fellow said.”
scullion= kitchen servant
girt= equipped
hogwash= swill/ inedible
magistrates= judge

19. Passage from A Portrait of the Artist as a Young Man
¶ 2 Make an inference regarding this line:
“All the boys seemed to him very strange. They had all fathers and mothers and different clothes and voices.”
¶ 2 By the end of this paragraph, it is pretty evident what the setting of this story is. Where is the protagonist?

20. Passage from A Portrait of the Artist as a Young Man
¶ 6 “Sick in your breadbasket … because your face looks white.”
What inference can you make?
¶ 8 But he was not sick there. He thought he was sick in his heart if you could be sick in that place.
How is Stephen feeling? Why is he sick in his heart?
He his homesick? Lonely? Heartbroken?

21. Passage from A Portrait of the Artist as a Young Man
The sound of the gas in the pipes used to heat the dining hall
prefect = senior student in
charge
Cloth attached to the shoulders of his shirt.
¶ 10 “…he was able to hear for an instant the little song of the gas.”
¶ 10 “The prefect was at the door with some boys…”
¶ 10 “…knotting his false sleeves”

22. Passage from A Portrait of the Artist as a Young Man Pay close attention to the dialogue
Start to track how the dialogue reveals the tone and attitude towards the main character Stephen Dedalus.
You will look for similarities from the passage we read from Oliver Twist to write about.

23. Passage from A Portrait of the Artist as a Young Man
¶ 12 “Tell us, Dedalus, do you kiss your mother before you go to bed?” (tone?)
¶ 17 The other fellows stopped their game and turned round, laughing. Stephen blushed under their eyes…”
¶ 21 They all laughed again…He felt his whole body hot and confused…What was the right answer to the question? He had given two and still Wells laughed. But Wells must know the right answer for he was in third of grammar.” (an older student)
Boys are setting Stephen up. What is the right way to answer that question? It is a loaded question.
All the boys are laughing at him, he is embarrassed because he maybe answered wrong, so he changes his answer in line 18.
He is feeling like a laughingstock and is still pondering what the right answer to the question is. He is being too literal perhaps?

24. Once you have answered the multiple choice Q’s, be prepared to write about the use of dialogue in both texts.
To compare the use of dialogue in both texts you may use either the PEEL format (Point, Evidence, Elaboration) OR
You may want to use SAY, MEAN, MATTER format (see next slide) to organize your thoughts in writing

25. Why does the text matter?
SAY
What does the text say?
Directly quote the text or paraphrase what the author stated using a precise citation.
Choose evidence that supports what you are explaining.
MEAN
What does the text mean?
Explain what the quote/paraphrase says in your own words.
Clarify by giving an explanation in greater detail.
MATTER
Why does the text matter?
Explain why this quote/paraphrase is significant.
What impact does it have? What does it prove?

26. WRITING ASSIGNMENT: PEEL: Say, Mean, Matter:
Both Charles Dickens and James Joyce incorporate dialogue into their passages.
Use evidence you have gathered from both passages to write an essay analyzing how the dialogue in each passage functions to reveal aspects of the characters. You should discuss more than one character from each passage.
Format of this written response should utilize PEEL or Say, Mean, Matter organization – don’t forget to use discourse markers (*) in between ideas!
PEEL: Say, Mean, Matter:
TS: Dickens & Joyce use of dialogue reveals valuable info about characters TS: Dickens & Joyce use of dialogue reveals valuable info about
*Point 1: *Text SAYS: add a quote or paraphrase
Evidence: Quote from text This quote/paraphrase MEANS
Elaboration: What the quote/paraphrase means How/why this MATTERS to prove your topic sentence
Link: How/why this point links/proves the point
*Point 2: *Text SAYS: add a quote or paraphrase
*Point 3: *Text SAYS: add a quote or paraphrase
CS: “Fresh” statement regarding use of dialogue CS: “Fresh” statement regarding use of dialogue
* = transition word