Oliver Twist SOW.

Oliver Twist SOW

LO: To encourage enjoyment of and engagement in the text.

Food Testing NOTE: BEWARE OF ALLERGIES. Hello, Food Connoisseurs!
You have been invited here today to taste our new dishes at our top restaurant, “Nancy’s Kitchen” Taste each food and make notes on your white board about each one.

Some things you might like to discuss:
Grub’s Up! You are sat around the table in “Nancy’s Kitchen” with your three friends and you need to complain about the food. You have 12 minutes to rehearse your drama. When you hear “Food, Glorious Food” you only have 2 minutes left. The best 3 will be performed. Some things you might like to discuss: Why are you complaining about your food? Discuss the contrasting foods. What do you expect from a top restaurant? What you actually received at “Nancy’s Kitchen”? How is the service? What had you heard about the restaurant before you came? Allocate 12 minutes for rehearsal.

Audience – think of ‘what went well’ and ‘even better if’.
Performance Time Audience – think of ‘what went well’ and ‘even better if’.

What did you enjoy about today’s lesson?
Paired Discussion What did you enjoy about today’s lesson?

LO: To introduce Charles Dickens’ Oliver Twist.
Look at the front cover of the book. What can you see in the picture? In which period of time do you think the story is set? What do you know about Oliver Twist? What do you want to know? Know Want to know Learnt

Look at the blurb on the back cover…
Why do you think children became thieves in the past?

Look at the following pictures
Look at the following pictures. How do you think they are connected to the story?

Read the information about Charles Dickens and answer the questions.
Charles Dickens was born in Portsmouth, England, on February 7th and spent his childhood in London and Kent. He started school when he was nine years old, but had to stop soon afterwards because his father owed money and was sent to prison. This meant that Dickens had to go to work to support himself. His first job was in a shoe polish factory and he used this experience when he wrote his novels. In 1827, he started to work as a legal clerk. He learned short hand*, which he later used when he became a reporter. He married Catherine Hogarth in “The Pickwick Papers” was published a year later and “Oliver Twist” was published in 1838. Throughout his adult life, Dickens was concerned for the poor people in England and in his later life, he gave a number of talks and lectures on social conditions in an effort to improve their lives. He died on June 9th, 1870, and is buried in Westminster Abbey, London. *Shorthand: A quick way of writing, using signs instead of words or syllables.

Comprehension Questions
Where was Charles Dickens born? How old was he when he started school? Why did he have to start work when he was still a child? What jobs did Dickens have before he started writing novels? When was ”Oliver Twist” published? What interested Dickens all his life? Where is Charles Dickens buried?

What have you learned today?
Fill in your post it! EXT: What impact might the social context have on the text?

LO: To explore what happened in workhouses in Victorian England.
What do you think these children are doing in pictures 1, 2, 3 and 4. Do you think it was right for children to do this work? Why do you think children did these jobs? Which job do you think was the worst/most dangerous/the best?

Read the article which describes life for poor people in Victorian London

Write your own article. Have you used…
Write your own article. Plan Paragraph 1 – What is happening at the moment. Paragraph 2 – The reasons it’s happening Paragraph 3 – The effects it has on the children Paragraph 4 – The possible solutions Charles Dickens wrote many articles on the terrible way poor people, especially children, lived in Victorian England. Write a similar article, based on child workers, using the information from the pictures and the article. Have you used… A catchy headline? Alliteration? Emotive language? Exaggeration language? If you haven’t… add some in now! Horrible Histories Mindmap – jobs and problems How did children feel? Write newspaper articles

Purple Pen Plenary Mark using two stars and a wish!

LO: To develop understanding of the social, historical, cultural background of the novel To understand the events at the start of the novel.

What have we learned about Victorian England so far?
Read p.3 ‘For a long time – p.4 ‘And died.’

Questions on Oliver’s Mother
What did the surgeon think of Oliver’s mother? What does the surgeon mean when he says ‘The old story,’? What links can we draw between our knowledge of Victorian England and the death of Oliver’s Mother?

Watch opening of film Oliver Twist – Polanski or BBC version (up to where Oliver finds himself on the streets of London having left Sowerberry)

LO: To analyse and develop understanding of Fagin’s emerging character using PEE skills.

Four teams – share out the dictionaries and thesauruses evenly.
Vocabulary Challenge Four teams – share out the dictionaries and thesauruses evenly. As a group, come up with STUDENT FRIENDLY definitions of each of the following words. Choose your TEAM LEADER who will check the definitions are student friendly and correct. You may use your phone to look them up. The first team to get them all will win Vivos!

Inference Task Based on these words, what do you think is going to happen next in the text?

Let’s see which definitions you got correct!
Adjacent Purchased Mysterious Intimate Assurance Confidential Dialogue Protégé Remote Balustrade Next to/ near by. To buy something using money. Something that makes you wonder, feel surprised and is hard to describe or understand. Something very close and personal to you. Feeling sure and giving confidence to something or someone. Top secret. A conversation between two or more people. A person looked after by someone who is older or better than them. Something that is hidden or placed far away. A railing with posts holding it up.

Now copy and learn the words for a spelling test next week!
Adjacent Purchased Mysterious Intimate Assurance Confidential Dialogue Protégé Remote Balustrade

Chapter 8, Page 49 Read from ‘“Hullo, my covey! What’s the row?” said this strange young gentleman to Oliver’ to the end of chapter 8. As we read, make notes on your white board about: Fagin The place where Fagin and the boys live.

Who is ‘the Jew’? FAGIN

EXT: Find quotations that support your key words.
Write key words that describe Fagin and his home. Challenge: use polysyllabic words only. Evil Dirty EXT: Find quotations that support your key words.

Have you got a good key word and quotation
Have you got a good key word and quotation? Add it to a post-it and stick it up here! Evil – ‘villainous-looking’ Dirty and disgusting conditions – ‘The walls and ceiling of the room were perfectly black with age and dirt.’ Choose more able students to give a key word and quotation on post-it to support less able when working. Teacher can add their own too.

EXT: Write a short description of Fagin’s ‘home’ using PEE(ZL)
Write a short description of Fagin using PEE. Challenge: ‘zoom’ on a key word and explain it’s importance. EXTRA Challenge: Create a link to Victorian England. Dickens presents Fagin as... Fagin is described as “...”. This suggests that... This makes the reader feel _________ because... Dickens uses the word “______” to highlight... The word also has connotations of... Fagin’s character cleverly links to the theme of ___________ because, at the time, Victorian England was... EXT: Write a short description of Fagin’s ‘home’ using PEE(ZL)

Peer Assessment Swap books and read your learning partner’s work.
Using a purple pen, give your learning partner constructive feedback. How well did they use PEE? Did they use a ‘zoom’ or ‘link’? Was their quotation relevant? Was it embedded? Did the quote support their point? Did they give alternative interpretations? Did they explain the effect on the reader?

LO: To explore Fagin’s character further using descriptive writing.

Read chpt. 9 – p. 52 up to p.57 – ‘and then the game began all over again.’
Think about how Fagin is presented!

INDIVIDUAL White Board Activity In two columns list what we have learnt about Fagin in chapters 8 & 9. Chapter 8 Chapter 9 Now SHARE & STEAL with your learning partner! Did you get many the same?

In pairs, write a description about Fagin as Oliver.
Describe how you feel about Fagin and his lifestyle. Describe the ‘game’ being played. You need to use a minimum of: Use lots of WOW words Vary your sentence lengths Use a simile Use a metaphor EXT: annotate all of the techniques used. Choose the most effective and explain how it affects the reader.

EXT: think about which techniques were most effective.
Let’s hear some! Audience: write examples of the following techniques used on your white board. You need to use a minimum of: Use lots of WOW words Vary your sentence lengths Use a simile Use a metaphor EXT: think about which techniques were most effective.

LO: To explore the characters of Nancy and Mr Brownlow

Feedback from Dickens homework
What did students find out?

Read from p.57 – ‘When this game had been played a great many times, …’ to p.60– ‘made off as fast as he could lay his feet to the ground.’ What do we learn about Nancy? Why is Fagin so nice to her? What does she do for a job? How might she have fallen into this job?

What are the features of a monologue?

Features of a monologue
First person narrative. Emotion shown through emotive language. The use of colloquial language. Use of fillers, like “urm”, “you see”, “well” etc. The mention of critical characters and events. Directed at the audience. Insight into personal and private thoughts. Spoken by one person only.

White Board Activity First person narrative. Emotion shown through emotive language. The use of colloquial language. Use of fillers, like “urm”, “you see”, “well” etc. The mention of critical characters and events. Directed at the audience. Insight into personal and private thoughts. Spoken by one person only. Write a monologue, as Oliver, about how he was feeling after Dodger stole from Mr Brownlow. You must include: How others view you How you would like to be viewed How you feel about Dodger How you feel about the event What you would tell the world about yourself if you could. Don’t forget to use the features of a monologue! EXT: Annotate your monologue with how you will deliver it eg. clench fist up/ use high-pitch, sad voice/ speed up

Oral language techniques
rhetorical question – ask a question which doesn’t need to be answered to get your audience thinking about their own opinions hyperbole – is an exaggeration often used to add humour imperative – a command word used to grab attention listing – of examples and words to support and idea alliteration – using words starting with the same letter to make it memorable. pace – fast to show excitement, slow to show importance pitch – high to show excitement, low to show importance and authority intonation – the rise and fall of your voice when you speak inflection – when your voice goes up at the end of the sentence as if you were asking a question tone – feeling needs to suit the words said volume – loud to show excitement, soft to show fear pause – a planned rest in your speaking to emphasise an idea. Visual techniques Visual techniques focus on how your body can be used to help express your meaning. The following list shows you how and why you can use body techniques in your seminar, speech, or dramatic presentation: facial expression – look sad when talking about a serious topic eye contact – look at the audience regularly to help build a relationship with the audience gesture – shrug shoulders or count on fingers – remember to make the gesture obvious and relevant to your speech / dramatic monologue / seminar stance – the way you stand should be balanced and natural, but not too relaxed that you look sloppy movement – pacing or swaying is distracting, however, you don't have to stand on the same spot throughout the presentation. For example: plan to take a step forward when introducing an important idea, or walk a few paces to the side when giving a complex explanation. Movement in drama is very important and must be integrated with the oral language.

Spend two minutes practising your monologue to yourself.
Performance Time Spend two minutes practising your monologue to yourself. Now deliver your monologue to your learning partner. Tell them one thing they did well and one thing they could improve. Swap! If you have time… perform again acting on your feedback.

LO: To use knowledge of Dickens’ writing style to create my own character description

Find a minimum of the following to use in your assessment.
Homework Find a minimum of the following to use in your assessment. 5 WOW words 3 interesting adverbs Write a description of the three main sentence types and explain when/ why you might use them.

Watch the film up to when Oliver meets Dodger to when Dodger steals from Mr Brownlow.

How does Dickens effectively use language to describe his characters?
Look back over the text we have read so far and make a list of techniques Dickens uses. Dickens describes his characters often by using interesting adjectives, adverbs and varied length of sentences.

What are the features of good descriptive writing?

Descriptive Writing Assessment: describe a new recruit to Fagin’s boys, in vivid detail.

Write your first paragraph
Remember to use as many language techniques as possible to write about the following for your character: Physical features What they look like How they sound How they move etc. EXT: include dialogue and action.

Reflection Time Read your own work.
Tell your learning partner one thing you are proud of and one thing you could improve.

LO: To continue using my knowledge of Dickens’ writing style to create my own character description

Spelling Test DO NOT SHOW TO STUDENTS
Say each word once, then in a sentence and once more. Adjacent – the table was adjacent to the wall Purchased – the boy purchased some crisps from the shop. Mysterious – the smoke in the air was very mysterious. Intimate – her favourite band performed an intimate gig. Assurance – his assurance made him feel better. Confidential – the files were confidential. Dialogue – the dialogue between the parents was very heated. Protégé – the vampire created a protégé to stay by his side. Remote – the remote island was beautiful. Balustrade – the balustrade guarded the seafront.

Continue writing character description.
Second Paragraph Describe the following: How others respond to them What they are like as a person What are they good at Their fears in this situation

Descriptive Writing AFL Tool
Take out the sort an share out equally between you and your learning partner. Reread your own work and sort the cards into the correct column. Try to add in any you have missed. Write any additional techniques that you have use, that are not listed, on to the blank cards – did you manage any?

LO: To learn the skills of redrafting

Lesson 9 - Homework Draw your ‘new recruit’. Colour them in.
Label them with how they look. EXT: label them with quotations from your description to support.

Description Game ‘I met a man who was …’ (1st person: angry
2nd person: bossy ...and so on through the alphabet Try to use interesting verbs and adjectives.

Look at drafted work You have 10 minutes to improve your work.
This is your LAST chance before it is marked! In silence, proof read your work making any changes as needed – focus on adjectives, adverbs, varied sentences and verbs.

Swap Books Get a green LG stamper beneath your work.
In silence, read your learning partner’s work. Using a purple pen and the following slide, give them two stars and two wishes.

Check for accuracy. H/w: write out final draft on paper.

WRITING LEVEL DESCRIPTORS
3 My writing is usually organised and I try to be imaginative. I try and adapt what I am writing to consider what the reader wants. I develop my ideas logically. I sometimes choose words for variety and interest. My sentences are usually formed correctly. I can spell simple words correctly. I can use full stops, capital letters and question marks accurately. My handwriting is legible. 4 My writing in a range of forms can be lively and thoughtful. My ideas are often sustained and sometimes developed in interesting ways. My vocabulary choices are sometimes adventurous and I do occasionally use words for effect. I can use complex sentences to extending meaning. I am generally able to spell simple words accurately. I am beginning to use some punctuation within my sentences e.g. commas. My handwriting is fluent and legible. 5 My writing is both varied and interesting. I vary my writing so that it suits purpose and audience. I can use a more formal style where appropriate. I can use a some range of imaginative vocabulary accurately.. My sentences and paragraphs are clear, coherent and well developed. I am generally able to spell words with complicated spelling patterns correctly. I use a range of punctuation, including commas, apostrophes and inverted commas. My handwriting is clearly legible and fluent. 6 My writing is fluent and it engages and sustains the reader's interest. I adapt my style of writing and language choices to suit different forms. I experiment with a range of sentence structures and a very varied vocabulary in order to create effects. I organise my ideas in well-developed, linked paragraphs. My spelling, even of irregular words, is generally accurate. I use a range of punctuation to clarify my meaning, for example, semi colons. My handwriting is neat and legible. 7 I am a confident writer and adapt my work appropriately and imaginatively to suit purpose and audience. I develop both character and setting in my narrative writing. My non-fiction writing gives clear points of view, and takes account of different perspectives. I use grammatical features and vocabulary accurately and for effect. My spelling is correct, even of complex, irregular words. I use paragraphs and correct punctuation to make the sequence of events or ideas coherent and clear. My work is legible and attractively presented. 8 I am extremely creative in my writing and select specific features and expressions to convey effects and to interest the reader. My narrative writing shows control of characters, events and settings. I am able to express complex ideas clearly and coherently and anticipate a range of viewpoints. I use vocabulary and grammar to help me make distinctions or to create emphasis. For effect, I vary the structure of my writing. I clearly understand how to use a wide range of punctuation in order to improve the clarity of my writing.

Watch DVD from where Oliver is arrested to where he goes to live with Mr Brownlow and Fagin finds out that Oliver is missing.

LO: To develop understanding of the plot by exploring character relationships.

Bill Sikes Write the date and LO.
Draw an image of Bill Sikes and label him with interesting describing words. Pair and share! Quads and share!

Read from p. 78 – ‘“Why, what the blazes is in the wind now
Read from p.78 – ‘“Why, what the blazes is in the wind now?’ growled a deep voice.” to the end of chapter 13. As we read, add quotations to your image about what Bill Sikes looks like. Pause reading as necessary.

What is the relationship between Bill and Fagin and Bill and Nancy?
Paired Discussion What is the relationship between Bill and Fagin and Bill and Nancy? Give an explanation of the two relationships in no more than 75 words in your books.

Purple Pen Copy and delete as necessary:
You have/ have not successfully explored the relationships between Bill and Fagin and Bill and Nancy.

LO: To use knowledge of the plot to explore the differences between a written and a multi-modal text.

Four teams – share out the dictionaries and thesauruses evenly.
Vocabulary Challenge Four teams – share out the dictionaries and thesauruses evenly. As a group, come up with STUDENT FRIENDLY definitions of each of the following words. Choose your TEAM LEADER who will check the definitions are student friendly and correct. You may use your phone to look them up. The first team to get them all will win Vivos!

Inference Task Based on these words, what do you think is going to happen next in the text?

Let’s see which definitions you got correct!
Infernal Symptoms Accompanied Covetous Avaricious Insatiable Mischief Humility Relating to hell, punishment; fiendish. A sign, indication of an illness or thing. To go along with/ join in action. Jealous of someone ad/ or their things or desperate to get a certain thing. Greedy and desperate for money. Cannot be satisfied. Naughtiness: behaviour that can be of annoyance to others. Being humble, not being arrogant.

Now copy and learn the words for a spelling test next week!
Infernal Symptoms Accompanied Covetous Avaricious Insatiable Mischief Humility

Watch DVD from last seen to where Oliver is snatched by Nancy and returned to Fagin.

Can you notice any differences between the DVD and what we have read?
Paired Discussion Can you notice any differences between the DVD and what we have read?

Read chapter 16 from p.103 ‘Keep back the dog, Bill!’ to the end.
Reading Task Read chapter 16 from p.103 ‘Keep back the dog, Bill!’ to the end. What type of person is Nancy?

To use understanding of characters to design costumes

White Board Activity Split your white board into two columns
In the first column, list any themes you have discovered in the book. Poverty

Main Themes in the novel
Main Themes in the novel. Copy into your books in order of importance – add any others you can think of. Poverty Death Love Family Economy Childhood Society and class Crime and punishment Fate and free will Identity

Read chapter 19 p.121 Paired discussion – what more have we learnt from this chapter?

White Board Activity Split your white board into two columns
Write down ten things you have learned about Nancy. EXT: analyse why Dickens may have portrayed Nancy like this. Can you link her character to any key themes?

Design a suitable costume for Nancy for a new stage production of Oliver Twist.
Label it with what she is wearing. Write a short description explaining why you have decided to create her costumes in that way. Find quotations to support. EXT: Cast a modern actor for each role and give a sentence explaining why you chose that person for the role.

Purple Pen Copy and delete/ complete as necessary:
You have/ have not successfully used your understanding of a character to design a costume. The best part about your design is…

Homework Task Design a suitable costume for Fagin for a new stage production of Oliver Twist. Label it with what he is wearing. Write a short description explaining why you have decided to create his costume in that way. EXT: cast a modern actor for the role and give a sentence explaining why you chose that person for the role.

LO: To explore key themes and ideas in the novel using PEE.

The Burglary Read Ch 22 – p.141 ‘It was now intensely dark.’ to the end of chapter. As we read, make notes on your white board about how Oliver is feeling.

How is Oliver feeling?

How does Dickens show the fear that Oliver was feeling?
Pick out the words and phrases that show us Oliver’s feelings. Write a PEE paragraph using these words and phrases. e.g. ‘We know Oliver is afraid because …’ We know Oliver is afraid because … This is shown when Dickens writes... This shows that... This makes the reader feel.. because... EXT: and a ZOOM and a link to themes.

Purple Pen Feedback Mark with two stars and a wish.
Remember it must be something relevant and constructive – use the next slide to help you!

READING LEVEL DESCRIPTORS
3 I can read some range of texts fluently and accurately. I can read independently. If I come across a word I don't know, I am able to try and work its meaning out by myself, and I am often successful. I can usually understand the main points of a piece of writing. I can formulate my own ideas and opinions about a text I have read. I can use my knowledge of the alphabet to help me find books and information in a library or index. 4 I can read a range of texts and show understanding of their main ideas, themes, events and characters. I can sometimes infer and deduce meanings from the texts that I read. I understand how texts reflect the time and culture in which they were written. I can refer to the text when explaining my views. I am able to find the information that I need. 5 I understand a range of texts and can select the essential points from them. Where appropriate, I am able to deduce and infer information and meaning from these texts. I can identify key features, themes and characters and can select sentences, phrases and relevant information to support my views. I understand that texts fit into historical and literary traditions. I can retrieve and collate information from a range of sources. 6 I can read, understand and discuss a range of texts. I can identify different layers of meaning and comment on their significance and effect. I can give a personal response to literary texts , and refer to aspects of language, structure and themes to justify my views. I can make connections between texts from different times and cultures; I can link these to my own experiences. I can summarise a range of information from different sources. 7 I understand the ways in which meaning and information are conveyed in a range of texts. I can articulate personal and critical responses to poems, plays and novels. I show awareness of the thematic, structural and linguistic features of a range of texts. I understand why some texts are particularly valued and influential. I can select, synthesise and compare information from a variety of sources. 8 I frequently demonstrate my appreciation of and ability to comment on a wide range of texts. I can evaluate how authors achieve their effects. I can select and analyse information and ideas, and comment on how these are conveyed in different texts. I can explore some of the ways in which texts from different times and cultures have influenced literature and society.

LO: To develop understanding of the plot

Spelling Test DO NOT SHOW TO STUDENTS
Say each word once, then in a sentence and once more. Infernal – the boy was an infernal nuisance to his father. Symptoms – she had all the symptoms of a cold. Accompanied – the girl accompanied her mother to the theatre. Covetous – He was a covetous, old man who loved money. Avaricious – she was an avaricious thief. Insatiable – his appetite was insatiable. Mischief – the toddler was up to mischief. Humility – the teenager showed humility beyond his years.

Watch the DVD from when Nancy returns Oliver to Fagin up until the end of the failed burglary.

Paired Task Think of 3 questions that you would like to ask Oliver at this point in the novel.

Oliver Twist Now you have your chance to ask Oliver! Oliver will now be in the hot seat.

LO To further analyse the character of Fagin by retrieving quotations and information from textual sources.

Fagin Costume - Purple Pen
Copy and delete/ complete as necessary: You have/ have not successfully used your understanding of a character to design a costume. The best part about your design is…

Football Match Two teams have gone into a penalty shootout!
Team Oliver and Team Fagin. Two teams, choose a team captain for each. Each student write a question on their white board - team Oliver about Oliver, Team Fagin about Fagin. Every question answered correctly by the other team is a GOAL! Start with your hardest questions first! Play the game!

Fagin Role on the Wall Get a piece of sugar paper in pairs.
Song - Fagin Role on the Wall Get a piece of sugar paper in pairs. Draw an OUTLINE of Fagin in the middle. You have the length of one song... List all that you know about this character around the image. EXT: add quotations to the diagram as well.

Feedback ideas as a class.

Is there anything good about Fagin?
Add a T-chart to your sugar paper giving good and bad aspects of Fagin’s character, lifestyle and role. Join with another pair and share your answers.

Is there anything good about Fagin?
DEBATE! Let’s get to an overall decision!

LO: To consider alternative interpretations of a character.

Alternative Interpretations
In your Year 11 Literature exam, you will be expected to analyse language, often by looking at a specific character. To get a grade D or higher you must show layers of meaning/ alternative interpretations. Copy the following PEE chain on to your white board and give a minimum of two different explanations. Dickens presents Fagin as a covetous and greedy old man. He is unattractive, mean and ‘a very old shrivelled Jew, whose villainous-looking and repulsive face was obscured by a quantity of matted red hair.’. This infers that... (x2 interpretations) thief, manipulator, ‘father’ figure, money obsessed, saviour EXT: use your own quotation!

Purple Pen Mark using two stars and a wish.

LO: To explore Nancy’s character in the novel.

What are the features of a ‘woman’?
Kind and caring

Nancy’s character. Nancy is Bill Sikes' partner. Nancy was involved in crime for a young age and has been abused by men in the novel. She has been badly treated by criminals in the past, but for a woman at that time there would not have been many ways out of that situation. Despite being part of a world of criminals, Nancy is a person who cares deeply for those surrounding her, especially Oliver and Bill and, like Oliver, is prepared to put herself at risk for others.

Read chapter 40 page 262 Think about the life that Nancy has led.
Why are Nancy and Rose similar? What is so special about Nancy in comparison to Rose? Is Nancy similar to a woman of that time?

Taken from WWW.sparknotes.com...
As a child of the streets, Nancy has been a thief and drinks to excess. The narrator’s reference to her “free and agreeable manners” indicates that she is a prostitute. She is immersed in the vices condemned by her society, but she also commits perhaps the most noble act in the novel when she sacrifices her own life in order to protect Oliver. Nancy’s moral complexity is unique among the major characters in Oliver Twist. The novel is full of characters who are all good and can barely comprehend evil, such as Oliver, Rose, and Brownlow; and characters who are all evil and can barely comprehend good, such as Fagin, Sikes, and Monks. Only Nancy comprehends and is capable of both good and evil. Her ultimate choice to do good at a great personal cost is a strong argument in favour of the incorruptibility of basic goodness, no matter how many environmental obstacles it may face.

THUMBS Does Nancy show the features of a ‘woman’?

Freeze Frame Activity Get into groups, no smaller than a pair and no more than a quad. Come up with a freeze frame that shows Nancy’s character.

LO: To investigate Nancy’s character and motives in the novel.

What are his motives for the burglary?
This man has just burgled a house. He has recently lost his job and has a wife and three children. He has been in and out of prison for his whole life. White Board Activity What are his motives for the burglary? For example: A dog’s motives for chewing a bone is because he is hungry.

What did we learn about Nancy last lesson?
Now we are going to summarise what happens to Nancy in the next few chapters.

Summary: Chapter 44 Fagin is visiting Sikes when Nancy tries to leave for London Bridge at eleven on Sunday. Sikes drags her into another room and restrains her for an hour. When he departs, Fagin asks that Nancy conduct him downstairs. He whispers to her that he will help her leave the brute Sikes if she wants. Fagin imagines that Nancy has wanted to meet a new lover that night. He hopes to persuade her to murder Sikes and bring her new love into his gang, so he can solidify his control over her. He plans to watch her in order to discover the identity of her new love, hoping to blackmail her with this information. Summary: Chapter 45 Fagin tells Noah that he will pay him a pound to follow Nancy. The following Sunday, when Sikes is away, he takes Noah to Sikes’s residence. At eleven, Nancy leaves the apartment. Noah follows at a discreet distance. Summary: Chapter 46 Nancy meets Mr. Brownlow and Rose on London Bridge and leads them to a secluded spot. Noah hears Nancy beg them to ensure that none of her associates get into trouble because of her choice to help Oliver. They agree, and Nancy tells them when they will most likely see Monks visiting the public house. They hope to catch Monks and force the truth about Oliver from him. Nancy’s description of Monks startles Mr. Brownlow, who appears to know him. Brownlow begs Nancy to accept their help, but she says that she is chained to her life. He and Rose depart. Nancy cries violently and then heads for home. Noah hurries to Fagin’s house.

(Motives are reasons why we do things)
Now we are going to look at Nancy’s motives or REASONS for helping Oliver. (Motives are reasons why we do things)

What are Nancy’s motives?
Why does Nancy help Oliver? How is she brought up? Why does she tell Mr Brownlow? What does she want for Oliver? What about her relationship with Bill Sikes? What about her character?

Motive chart. Now pick 5 of those motives.
The most important is given a ‘6’ The second most important ‘5’ Third most important ‘4’ Fourth most important ‘3’ Fifth most important ‘2’

Example of a motive chart:
Miss Mumby’s birthday party. A motive chart. 6= get lots of presents 5= see friends 4= have a dance 3= eat cake 2= be sung to

Purple Pen Stick in your sheet.
Swap, give a number and comment on how much you agree with your partner’s ideas about Nancy’s motives. 1 – I do not agree with your views on Nancy’s motives. 1 0 – I completely agree with your views on Nancy’s motives.

Nancy’s character. Nancy's death in the end is, in a way, the only thing that saves her as it puts an end to continual physical abuse and allows her to escape a society which is constantly condemning her.

LO: To explore how Dickens presents the death of Nancy through vivid description.

Read chapter 40, page 308. Make notes of the most effective description in the chapter on your white board.

Now it is time to create a drawing of the imagery created by Dickens’ vivid description.
All students must draw the image created in Dickens’ vivid description. Most students must label it with key words/ quotations to support. Some students could analyse the effect of the language on the reader.

Purple Pen Plenary Swap books!
Give one comment on how effective the image portrays Dickens’ vivid description. Give one comment on how the image could more effectively portray Dickens’ vivid description.

LO: To explore and consolidate understanding of the plot

Put the plot into the correct order!
Plot Sort Task Put the plot into the correct order!

The correct order is… The play opens in nineteenth century London with the preparations for the hanging of a criminal gang leader – Fagin. Fagin demands that his story be heard before he dies. He tells the story through the eyes of one of his gang’s members – Oliver Twist. We see how Oliver’s mother, pregnant outside of marriage with Oliver, is thrown out by her father – Lord Brownlow - who immediately regrets his anger. Oliver’s mother, dying, delivers her baby in a workhouse. There Oliver grows up, under the rule of the foolish and brutal Beadle who starves to death those in his care while making a healthy profit from making coffins. Punished for asking for more food, Oliver is locked up, but escapes with the help of the workhouse servant – Sally. Oliver escapes along the country roads, but those he meets refuse him food or help, until he meets a young boy called the Artful Dodger who tells him of the wonders of London and persuades him to come to meet Dodger’s own ‘benefactor’ – a man called Fagin. When Oliver gets to London it turns out that Dodger is from a criminal gang and Fagin is its leader. But despite their criminality the boys of the gang are at least fed and clothed and housed. Oliver is welcomed into the gang, and taught – as if in a game – how to steal. Oliver is taken out with the gang to try out his new criminal skills. Ironically, his first ‘victim’ turns out to be Lord Brownlow who sees Oliver trying to steal, grabs Oliver and alerts the police. Lord Brownlow, not recognising Oliver, takes pity on him (particularly in the face of the stupidity of the police) and takes him home. Back at the criminal gang’s den, Fagin and his vicious, half-crazy sidekick Bill Sikes realise they will have to get Oliver back or their hideout and their crimes will be exposed - their agent for this will be Sikes’ girlfriend Nancy. While out on an errand for Lord Brownlow, Oliver is kidnapped by Nancy and Bill. However, when Bill violently attacks Oliver, Nancy protects Oliver. Fagin begins to suspect Nancy’s loyalty to the gang and pays the Artful Dodger to follow her. Dodger follows Nancy and sees her go to meet with Lord Brownlow – telling him that the gang have Oliver Twist. Nancy says that she will bring Oliver to Lord Brownlow. Lord Brownlow promises not to alert the police. But when Nancy returns to the gang, Brownlow breaks his promise and sends a servant to tell the police. Dodger informs Fagin about Nancy’s ‘treachery’ and Bill is allowed to find out. Bill murders Nancy. Fagin demands to know which crime is worse – Bill’s murder of Nancy, or the poverty and ignorance that leads to so many deaths in London. He complains at the brutality of London that has made them all into monsters. Meanwhile Lord Brownlow has realised, from Oliver’s similarity to an oil painting of his daughter, that Oliver is his grandson. Oliver is rescued by the police, and returned to Lord Brownlow. Bill is shot and killed by the police. Fagin arrested. The play ends where it begins – at Fagin’s hanging. Before he dies Fagin accuses Lord Brownlow and his kind for being the real criminals and murderers. But the trap is sprung and Fagin hangs and dies.

Watch the DVD from the end of the burglary until Nancy betrays Sikes and Fagin.

Class Discussion

LO: To use understanding of the plot to predict the end of the novel.

White Board Activity Predict what you think will happen to the following characters at the end of the novel: Sikes, Fagin and Dodger. Discuss ideas as a class – do not rub off your board!

Watch the DVD until the end of the story.

Let’s review our predictions!
How close were you?

LO: To use S&L levels to set key targets To use knowledge of the novel to prepare for the S&L task

Nancy’s Diary Entry Stick in your diary entry. Swap. Use a purple pen.
Annotate the most effective language and explain the effect on the reader. Annotate one line that needs improvement and give a suggestion for how this could be done.

LO: To create a persuasive speech using the features of AFORREST.

Which persuasive techniques do each of the following images remind you of?

Copy down any key words that you’ve missed
Anecdote – a personal story that backs up your argument. Facts – Explain what your product does. Opinions Demonstrated by opinion markers e.g. We think, In our opinion, We believe, It is our belief, In our view etc. Rhetorical question Questions that do not expect or require an answer. Emotive language The use of word phrases to evoke an emotional response. Statistics or evidence Helps you reinforce your point. Three (tricolon) A list of three – the repetition of an idea, vocabulary, word or phrase three times for emphasis.

‘Is Fagin evil or is he merely a product of the British society?’
Fagin, has been accused of crimes against humanity, theft and the abuse and neglect of vulnerable children – to name but a few! Today, we are here to answer the question: ‘Is Fagin evil or is he merely a product of the British society?’

Are all the assessment objectives met
Are all the assessment objectives met? (Underline and label the features - tick your checklist) Why can’t we all just use common sense? If we allow it, men and women will be forced to live in poverty and squalor. Fagin is just a normal man. A normal man trying to make his way in the world. His story is one of triumph, determination and drive, derived from nothing but emptiness. He was born into poverty and lived a sad life until he decided to make a change. Once he had decided to make that change, he excelled in life. He made money, illegally or not, that is more than most can say. He helped young children doomed to the workhouses to take a different path. Can’t you see? He is not that bad after all. I encourage you to think again; this is an advantageous path for anyone.

Are there any other techniques you can identify that make this piece of writing even more persuasive? Varied sentences Emotive language Varied punctuation Persuasive vocabulary (advantageous, encourage)

Copy two of the words and see if you can use them in your paragraph!
Persuasive Wordbank Advantageous Worthwhile Convenient Recommend Effective Emphasise Confident Apparent Encourage Copy two of the words and see if you can use them in your paragraph!

Silent Writing Time Copy the below question into your books and start writing. ‘Is Fagin evil or is he merely a product of the British society?’ EXT: include AFORREST in your writing. A – anecdote F – fact O – opinion R – rhetorical question R – repetition E – emotive language S – superlatives T - triplets

Swap books and mark using two stars and a wish.

LO: To explore how to perform my speech effectively.

Paired Discussion Look at S&L levels and what you will be levelled on. Identify the level you are aiming for and 2 key targets. Write these on a post-it with your name.

SPEAKING AND LISTENING LEVEL DESCRIPTORS
3 I can talk and listen in some different situations, I am able to communicate and explore ideas verbally. I generally understand the main points of a discussion. I know what standard English is and when it should be used. I can show that I have listened carefully through making comments or asking questions. I can sometimes change the way I speak in order to suit my listener. 4 I can talk and listen in a range of different situations. When I speak, I usually think about my audience and make sure that what I'm saying is appropriate. I can develop my ideas when I'm speaking. I listen carefully in discussions and sometimes ask questions. I sometimes use standard English vocabulary and grammar 5 I talk and listen confidently in many different situations, including some formal situations. I think carefully about who I am speaking to make sure what I am saying is appropriate. When I speak, I am able to interest my listeners by varying my expression and vocabulary. When others are speaking I listen very carefully and ask questions to help develop their ideas. I often use standard English in formal situations. 6 I change the way I talk in a wide variety of different situations so that what I say is always appropriate. My vocabulary and expression is varied and lively when I speak. I take an active part in discussions and can assume different roles. I show a sensitive understanding of others' ideas. I use standard English fluently in formal situations. 7 I am confident speaking in all situations, even those that are new to me. I use vocabulary precisely and creatively to interest my listeners. I organise my speech so as to communicate clearly. I make significant contributions to discussions and am able to evaluate other peoples' ideas. I use standard English confidently in situations that require it. 8 I maintain and develop my talk purposefully in a range of contexts. I structure my speech carefully and use a wide range of apt vocabulary, intonation and emphasis. I constantly show that I have listened perceptively and can follow how discussions develop. I use standard English confidently in a range of situations and can adapt it as necessary.

Level 1 In some contexts • Engage in imaginative play enacting simple characters and situations using everyday speech, gesture, or movement Level 2 • Extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios Level 3 In most contexts • Show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios Level 4 • Convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios Level 5 • Show insight into texts and issues through deliberate choices of speech, gesture, and movement, beginning to sustain and adapt different roles and scenarios Level 6 Across a range of contexts • Demonstrate empathy and understanding through flexible choices of speech, gesture, and movement, Adapting roles convincingly to explore ideas and issues Level 7 • Explore complex ideas and issues through insightful choice of speech, gesture, and movement, establishing roles and applying dramatic approaches with confidence . Level 8 Across a range of contexts Deepen response to ideas and issues by exploiting dramatic approaches and techniques creatively, and experimenting with complex roles and scenarios.

Read back over your speech.
Make any changes in purple pen. Now annotate your speech with how you would like to perform it – remember… you must make it as emotive as possible.

Oral language techniques
rhetorical question – ask a question which doesn’t need to be answered to get your audience thinking about their own opinions hyperbole – is an exaggeration often used to add humour imperative – a command word used to grab attention listing – of examples and words to support and idea alliteration – using words starting with the same letter to make it memorable. pace – fast to show excitement, slow to show importance pitch – high to show excitement, low to show importance and authority intonation – the rise and fall of your voice when you speak inflection – when your voice goes up at the end of the sentence as if you were asking a question tone – feeling needs to suit the words said volume – loud to show excitement, soft to show fear pause – a planned rest in your speaking to emphasise an idea. Visual techniques Visual techniques focus on how your body can be used to help express your meaning. The following list shows you how and why you can use body techniques in your seminar, speech, or dramatic presentation: facial expression – look sad when talking about a serious topic eye contact – look at the audience regularly to help build a relationship with the audience gesture – shrug shoulders or count on fingers – remember to make the gesture obvious and relevant to your speech / dramatic monologue / seminar stance – the way you stand should be balanced and natural, but not too relaxed that you look sloppy movement – pacing or swaying is distracting, however, you don't have to stand on the same spot throughout the presentation. For example: plan to take a step forward when introducing an important idea, or walk a few paces to the side when giving a complex explanation. Movement in drama is very important and must be integrated with the oral language.

Now is your time to practice!

Performance Time Get into groups of four. Take it in turns to perform.
Audience give them a level and sub-level using the following information to help and write it on a white board.

SPEAKING AND LISTENING LEVEL DESCRIPTORS
3 I can talk and listen in some different situations, I am able to communicate and explore ideas verbally. I generally understand the main points of a discussion. I know what standard English is and when it should be used. I can show that I have listened carefully through making comments or asking questions. I can sometimes change the way I speak in order to suit my listener. 4 I can talk and listen in a range of different situations. When I speak, I usually think about my audience and make sure that what I'm saying is appropriate. I can develop my ideas when I'm speaking. I listen carefully in discussions and sometimes ask questions. I sometimes use standard English vocabulary and grammar 5 I talk and listen confidently in many different situations, including some formal situations. I think carefully about who I am speaking to make sure what I am saying is appropriate. When I speak, I am able to interest my listeners by varying my expression and vocabulary. When others are speaking I listen very carefully and ask questions to help develop their ideas. I often use standard English in formal situations. 6 I change the way I talk in a wide variety of different situations so that what I say is always appropriate. My vocabulary and expression is varied and lively when I speak. I take an active part in discussions and can assume different roles. I show a sensitive understanding of others' ideas. I use standard English fluently in formal situations. 7 I am confident speaking in all situations, even those that are new to me. I use vocabulary precisely and creatively to interest my listeners. I organise my speech so as to communicate clearly. I make significant contributions to discussions and am able to evaluate other peoples' ideas. I use standard English confidently in situations that require it. 8 I maintain and develop my talk purposefully in a range of contexts. I structure my speech carefully and use a wide range of apt vocabulary, intonation and emphasis. I constantly show that I have listened perceptively and can follow how discussions develop. I use standard English confidently in a range of situations and can adapt it as necessary.

Level 1 In some contexts • Engage in imaginative play enacting simple characters and situations using everyday speech, gesture, or movement Level 2 • Extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios Level 3 In most contexts • Show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios Level 4 • Convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios Level 5 • Show insight into texts and issues through deliberate choices of speech, gesture, and movement, beginning to sustain and adapt different roles and scenarios Level 6 Across a range of contexts • Demonstrate empathy and understanding through flexible choices of speech, gesture, and movement, Adapting roles convincingly to explore ideas and issues Level 7 • Explore complex ideas and issues through insightful choice of speech, gesture, and movement, establishing roles and applying dramatic approaches with confidence . Level 8 Across a range of contexts Deepen response to ideas and issues by exploiting dramatic approaches and techniques creatively, and experimenting with complex roles and scenarios.

‘Is Fagin evil or is he merely a product of the British society?’
Class Vote ‘Is Fagin evil or is he merely a product of the British society?’

Are you happy with your level and participation in the task?

Oliver Twist SOW.

Similar presentations

Presentation on theme: "Oliver Twist SOW."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Oliver Twist SOW.

Similar presentations

Presentation on theme: "Oliver Twist SOW."— Presentation transcript:

Similar presentations

About project

Feedback