OLIVER TWIST. by Paul Stebbings & Phil Smith Based on the Novel by Charles Dickens
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Charles Dickens' Corruption and Idealization Personified in Oliver Twist
Western Oregon University Digital Commons@WOU Academic Excellence Showcase Proceedings Student Scholarship 2018-06-02 Charles Dickens’ Corruption and Idealization Personified in Oliver Twist Ellie Phillips Western Oregon University, [email protected] Follow this and additional works at: https://digitalcommons.wou.edu/aes Part of the English Language and Literature Commons Recommended Citation Phillips, Ellie, "Charles Dickens’ Corruption and Idealization Personified in Oliver Twist" (2018). Academic Excellence Showcase Proceedings. 150. https://digitalcommons.wou.edu/aes/150 This Article is brought to you for free and open access by the Student Scholarship at Digital Commons@WOU. It has been accepted for inclusion in Academic Excellence Showcase Proceedings by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected], [email protected], [email protected]. Byrd 1 Ellie Byrd Dr. Lange ENG 218w Charles Dickens’ Corruption and Idealization Personified in Oliver Twist In Charles Dickens’ Oliver Twist, the depictions of corruption and virtue are prevalent throughout most of the novel and take the physical form in the city and the country. Oliver spends much of his time in London among criminals and the impoverished, and here is where Dickens takes the city of London and turns it into a dark and degraded place. Dickens’ London is inherently immoral and serves as a center for the corruption of mind and spirit which is demonstrated through the seedy scenes Dickens paints of London, the people who reside there, and by casting doubt in individuals who otherwise possess a decent moral compass. Furthermore, Dickens’ strict contrast of the country to these scenes further establishes the sinister presence of London. -
Fiction Excerpt: from Oliver Twist by Charles Dickens
Fiction Excerpt: From Oliver Twist by Charles Dickens Oliver Twist was the second novel written by Charles Dickens. It was first published as a serial, with new chapters printed monthly in the magazine Bentley’s Miscellany over the course of two years (1837–1839). The novel tells the story of an orphan named Oliver Twist, who was born in a workhouse and later escaped to join a gang of thieves. This excerpt takes place during Oliver’s time in the workhouse. The room in which the boys were fed, was a large stone hall, with a copper [a large, heated copper pot] 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 [a watery cereal like very thin oatmeal] at mealtimes. Of this festive composition each boy had one porringer [small bowl], 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 [diligently], with the view of catching up any stray splashes of gruel that might have been cast thereon. Boys have generally excellent appetites. -
Oliver Twist Co-Planning: Fagin T14/F16
Oliver Twist Co-planning: Fagin T14/F16 Subject knowledge development Mastery Content for Fagin lesson Review this mastery content with your teachers. Be aware that the traditional and foundation pathways are very different for this lesson. Foundation Traditional • Oliver wakes up and notices Fagin looking at his jewels and Fagin snaps at him in a threatening way. • The meaning of the word villain • Fagin is a corrupt villain • Fagin is selfish. • Fagin teaches Oliver a new game: how to pick pockets. • Oliver doesn’t realise Fagin is a villain • Fagin is a villain because he tricks Oliver into learning how to • Fagin is a corrupt villain steal. • Nancy and Bet arrive and Oliver thinks Nancy is beautiful. Start at the end. Briefly look through the lesson materials for this lesson in your pathway, focusing in particular on the final task before the MCQ: what will be the format of this final task before the MCQ with your class? Get teachers to decide what they want the final task before the MCQ to look like in their classroom. What format will it take? It would be good to split teachers into traditional and foundation pathway teachers at this point. Below is a list of possible options that you could use to steer your teachers: • Students write an analytical paragraph about Fagin as a villain (traditional) • Students write a bullet point list of what evidence suggests Fagin is a villain (traditional) • Students write a paragraph about how Fagin is presented in chapter 10 (foundation). • Students explode a quotation from chapter 10 explaining how Fagin is presented. -
Oliver!? Sharon Jenkins: Working Together
A Study Guide for... BOOK, MUSIC & LYRICS BY LIONEL BART Prepared by Zia Affronti Morter, Molly Greene, and the Education Department Staff. Translation by Carisa Anik Platt Trinity Rep’s Education Programs are supported by: Bank of America Charitable Foundation, The Murray Family Charitable Foundation, The Yawkey Foundation, Otto H. York Foundation, The Amgen Foundation, McAdams Charitable Foundation, Rhode Island State Council on the Arts, The Hearst Foundation, Haffenreffer Family Fund, Phyllis Kimball Johnstone & H. Earl Kimball Foundation, Target FEBRUARY 20 – MARCH 30, 2014 trinity repertory company PROVIDENCE • RHODE ISLAND TABLE OF CONTENTS Theater Audience Etiquette 2 Using the Guide in Your Classroom 3 Unit One: Background Information 4-11 A Conversation with the Directors: Richard and Sharon Jenkins 4 A Biography of Charles Dickens 5 Oliver’s London 6 The Plot Synopsis 8 The Characters 9 Important Themes 10 Unit 2: Entering the Text 12-21 Make Your Own Adaptations 12 Social Consciousness & Change 13 Inequitable Distribution of Resources 14 Song Lyrics Exercise 15 Scenes from the Play 17 Further Reading & Watching 21 Bibliography 23 THEATER AUDIENCE ETIQUETTE AND DISCUSSION PLEASE READ CAREFULLY AND GO OVER WITH YOUR CLASSES BEFORE THE SHOW TEACHERS: Speaking to your students about theater etiquette is ESSENTIAL. Students should be aware that this is a live performance and that they should not talk during the show. If you do nothing else to prepare your students to see the play, please take some time to talk to them about theater etiquette in an effort to help the students better appreciate their experience. It will enhance their enjoyment of the show and allow other audience members to enjoy the experience. -
1 TWIST! by Andrew Alty (From the Novel by Charles Dickens) OLIVER WALKS ON. HE MAY BE PLAYED by a BOY OR a GIRL. HE SAUNTERS TO
TWIST! by Andrew Alty (from the novel by Charles Dickens) OLIVER WALKS ON. HE MAY BE PLAYED BY A BOY OR A GIRL. HE SAUNTERS TO CENTRE, LOOKING AROUND AT THE AUDIENCE AS HE WALKS. HE STOPS, TAKES THEM ALL IN OLIVER Morning (afternoon) everybody! AUDIENCE RESPONSE OLIVER The name’s Twist, Oliver Twist. Heard of me? Know who I am? (AUDIENCE RESPONSE) Ahh! Read the book have you? Seen the musical? Watched the film at Christmas? Well listen- HE APPROACHES THE STAGE APRON OLIVER -It’s wrong. All of it. The whole thing. They made me seem so sweet, so gentle, so innocent! (SHAKES HIS HEAD) But that’s not what it was really like, not at all. The true story is very different. Would you like to hear it? AUDIENCE RESPONSE OLIVER Right then, here it is and don’t tell a soul- The true tale of Oliver Twist! MOOD MUSIC. THUNDER, LIGHTNING (IF AFFORDABLE) A GIRL WRAPPED IN A SHAWL WALKS ON, CARRYING A BUNDLE IN HER ARMS, SHE LOOKS AROUND NERVOUSLY OLIVER It’s true- I never knew my mum. Never met her, didn’t even know her name. She died on the day I was born. Can you imagine that? No mum or dad or brothers or sisters. I still think about it every single day… THE GIRL APPROACHES THE WORKHOUSE GATES, LOOKS AROUND, LOOKS DOWN AT THE CHILD IN HER ARMS, SHAKES HER HEAD SADLY, PUTS IT DOWN AT THE GATES. SHE RINGS THE BELL, RUNS OFF OLIVER …This is her best friend. I say best friend.- she was no friend to me! She just dumped me there. -
Year 7 English Oliver Twist Student Workbook
Student Name: _____________________________________ Year 7 English Oliver Twist Student Workbook A special thanks to Mona Maret, Ark Globe Academy for the adaption and formatting of this material. This workbook has been created to follow the English Mastery 4Hr Traditional Curriculum. This workbook is an optional supplement and should not replace the standard English Mastery resources. It is specifically designed to provide consistency of learning, should any students find their learning interrupted. Due to the nature of the format – some deviations have been made from the EM Lesson ppts. These have been made of necessity and for clarity. Guide for Teachers - Mona Maret, Ark Globe This workbook was designed to function primarily as an independent resource. However, it can be – and is recommended to be – used in the classroom, alongside the lessons, where it can become a valuable tool for quality learning and teaching. It contains all the information provided in the Mastery lessons, the tasks that the students are required to complete and the writing space to complete these tasks. Therefore, it not only has all the information and resources from the lessons, but also the students’ own work. This will give the teacher a clear image of how the students have understood and assimilated the content while also providing the students with an excellent revision tool. However, as this workbook was created first and foremost in the event that students would be forced to work without a teacher, the following elements were heavily factored into its design: 1. Independence – trying to ensure that students could work through the workbook and understand as much of the content as possible on their own. -
Oliver Twist
Oliver Twist Charles Dickens Written in 1838, this is the story of a young orphan, Oliver, who runs away to London and meets up with another boy, Jack Dawkins, known as the ARTFUL DODGER. The DODGER introduces Oliver to the sinister Fagin, who runs a Thieves Den, sending out young boys to pick the pockets of the rich. In this scene, Oliver is on his knees cleaning the DODGER's boots for him, while DODGER explains the advantages of joining Fagin s gang. Although the DODGER is young and only four foot six tall, he has all the airs and manners of a man about town. DODGER (Sighs and resumes his pipe) I suppose you don't even know what a prig is? ... I am. I'd scorn to be anything else. So's Charley. So's Fagin. So's Sikes. So's Nancy. So's Bet. So we all are, down to the dog. And he's the downiest one of the lot! He wouldn't so much as bark in a witness-box for fear of committing himself; no, not if you tied him up in one, and left him there without wittles for a fortnight. He's a rum dog. Don't he look fierce at any strange cove that laughs or sings when he's in company! Won't he growl at all, when he hears a fiddle playing! And don't he hate other dogs as ain't of his breed! - Oh no! He's an out-and-out Christian . Why don't you put yourself under Fagin, Oliver? And make a fortun' out of hand? And so be able to retire on your property, and do the gen-teel; as I mean to, in the very next leap-year but four that ever comes, and the forty-second Tuesday in Trinity-week .. -
The Antagonist Character's Criminal Thought in Charles Dickens' Oliver Twist
THE ANTAGONIST CHARACTER’S CRIMINAL THOUGHT IN CHARLES DICKENS’ OLIVER TWIST Desi Ramadhani [email protected] English Education Department Universitas Ahmad Dahlan ABSTRACT This thesis entitled The Antagonist Character’s Criminal Thought in Charles Dickens’ Oliver Twist: A Psychological Approach . There are two objectives in this research. Those are: to describe the antagonist character’s criminal thought in Charles Dickens’ Oliver Twist and to explain the factors that influence the antagonist character’s criminal thought presented in the novel. In this thesis, the researcher takes a library research. The subject of the research is Oliver Twist, a fiction novel by Charles Dickens. The novel is used as the primary source, while books, journals, and articles are taken as the secondary source. The data were collected by visiting libraries, reading, taking notes, and categorizing data. Then, the researcher applied a psychological approach to analyze the data. The collected data were analyzed qualitatively in the form of statements and sentences. After conducting the research, the researcher comes to the conclusion that first, from the eight aspects of criminal thought, Fagin has five aspects which are classified in the high category, Fagin is intended as the criminal masterpiece in Oliver Twist novel. Second, the factors that influence the antagonist character’s criminal thought in Charles Dickens’ Oliver Twist are societal & economic factors, neighbor-hood and local institutions, and drugs. Keywords: Criminal thought, psychological approach, Fagin, Oliver Twist 1 2 I. INTRODUCTION Criminal is a crime in the form of thoughts or ideas without using physical violence. In a problem, an idea is the most important thing because without an idea, a thing cannot happen or be carried out. -
The Source of Morality in Oliver Twist
Grand Valley State University ScholarWorks@GVSU Honors Projects Undergraduate Research and Creative Practice 4-2020 Nature over Nurture: The Source of Morality in Oliver Twist Brandon Burger Grand Valley State University Follow this and additional works at: https://scholarworks.gvsu.edu/honorsprojects Part of the English Language and Literature Commons ScholarWorks Citation Burger, Brandon, "Nature over Nurture: The Source of Morality in Oliver Twist" (2020). Honors Projects. 766. https://scholarworks.gvsu.edu/honorsprojects/766 This Open Access is brought to you for free and open access by the Undergraduate Research and Creative Practice at ScholarWorks@GVSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@GVSU. For more information, please contact [email protected]. Grand Valley State University Nature over Nurture: The Source of Morality in Oliver Twist Brandon Burger Honors Senior Project 18 April 2020 1 Burger Abstract The purpose of this research is to examine the nature-nurture debate In Charles Dickens’ famous novel Oliver Twist. More specifically, this research will examine the ways in which Dickens communicates to the reader how morality is innate, inherent, and immutable, as opposed to being the product of accumulated experience. While this is by no means the first examination of this philosophical debate within the novel, past research has placed greater emphasis on the role Oliver plays in communicating this theme, oftentimes neglecting to investigate the other major characters of the novel. In this sense, this research stands apart by both building off of existing research while simultaneously branching out to include characters such as Fagin, Mr. -
Social Values in Charles Dickens's Novel “Oliver Twist”
Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au Social Values in Charles Dickens’s Novel “Oliver Twist” Sylvia Irene Persulessy1*, Emzir2, AcengRahmat2 1A Doctoral Student of Applied Linguistic, Postgraduate of Universitas Negeri Jakarta, Indonesia 2Applied Linguistic, Postgraduate of UniversitasNegeri Jakarta, Indonesia Corresponding Author: Sylvia Irene Persulessy, E‑mail: [email protected] ARTICLE INFO ABSTRACT Article history The objective of this research is to acquire deep understanding about social values in the novels Received: May 27, 2018 Oliver Twist by Charles Dickens. The type of research was qualitative by using content analysis Accepted: August 29, 2018 method. The data collected through document study and data observation about social values Published: October 31, 2018 in the novel. The result of this research revealed that social values found and described in the Volume: 9 Issue: 5 novel Oliver Twist were love values consist of love and affection, dedication, mutual help, Advance access: August 2018 kinship, concern, and loyalty. Responsible values consist of sense of acceptance and belonging, obligations and discipline. Harmony of life values consist of justice, tolerance, cooperation, and democracy. The values were found and described through generic structure of the novel by the Conflicts of interest: None text quotations. Those results led to implication that Indonesian literature educators can apply Funding: None Charles Dickens novel Oliver Twist directly in the teaching process and motivate the students to analyze the novels. Key words: Social Values, Generic Structure Approach, Novel INTRODUCTION of the everyday society. The novel presented a much more In this era of instant technology and information, the practi‑ realistic picture of social life (Faruk, 2016: 45‑46). -
Charles Dickens, Oliver Twist (1837) Selected Bibliography Compiled By
Charles Dickens, Oliver Twist (1837) Selected Bibliography Compiled by Teresa Mangum **Required reading for faculty and graduate students in 2010 *Recommended items by Dickens Project Faculty Editions The recommended edition of Dickens's Oliver Twist for the 2010 Universe is the Penguin edition: Dickens, Charles. Oliver Twist. Ed. Philip Horne. Harmondsworth: Penguin, 2003. For the more ambitious reader of Dickens, the Universe also recommends, the Norton Critical Edition of Oliver Twist. (Ed. Fred Kaplan. New York: W. W. Norton & Company, 1993), which contains backgrounds and sources, early reviews, and a wide-ranging selection of criticism, in addition to the authoritative text. The definitive edition of Oliver Twist is the Clarendon edition, edited, and with an introduction by Kathleen Tillotson (Oxford: Clarendon Press, 1966). A helpful resource is David Paroissien's The Companion to Oliver Twist (Edinburgh: Edinburgh UP, 1992), which provides excellent annotations and historical contexts for Oliver Twist, chapter by chapter. Selected Biographies and Letters Ackroyd, Peter. Dickens: A Biography. London: Sinclair-Stevenson, 1990. Collins, Philip. Dickens: Interviews and Recollections. 2 vols. London: Macmillan, 1981. Dickens, Charles. The Letters of Charles Dickens. Eds. Madeline House, Graham Storey, and Kathleen Tillotson. 12 vols. Oxford: Clarendon P, 1965-2002. Forster, John. The Life of Charles Dickens. 3 vols. London: Cecil Palmer, 1872-74. Johnson, Edgar. Charles Dickens: His Tragedy and Triumph. 2 vols. New York: Simon and -
The Musical Adventures of Oliver Twist Study Guide
Sacramento Theatre Company Study Guide The The Musical Adventures of Oliver Twist An Adaptation of the Book by Charles Dickens Book by Joellen Bland, Music and Lyrics by Scott DeTurk 1 Sacramento Theatre Company Mission Statement The Sacramento Theatre Company (STC) strives to be the leader in integrating professional theatre with theatre arts education. STC produces engaging professional theatre, provides exceptional theatre training, and uses theatre as a tool for educational engagement. Our History The theatre was originally formed as the Sacramento Civic Repertory Theatre in 1942, an ad hoc troupe formed to entertain locally-stationed troops during World War II. On October 18, 1949, the Sacramento Civic Repertory Theatre acquired a space of its own with the opening of the Eaglet Theatre, named in honor of the Eagle, a Gold Rush-era theatre built largely of canvas that had stood on the city’s riverfront in the 1850s. The Eaglet Theatre eventually became the Main Stage of the not- for-profit Sacramento Theatre Company, which evolved from a community theatre to professional theatre company in the 1980s. Now producing shows in three performance spaces, it is the oldest theatre company in Sacramento. After five decades of use, the Main Stage was renovated as part of the H Street Theatre Complex Project. Features now include an expanded and modernized lobby and a Cabaret Stage for special performances. The facility also added expanded dressing rooms, laundry capabilities, and other equipment allowing the transformation of these performance spaces, used nine months of the year by STC, into backstage and administration places for three months each summer to be used by California Musical Theatre for Music Circus.