Oliver Twist – Monologue

KS3 Drama/English Lesson Plan: Oliver Twist Monologue

Topic: Exploring Character and Context through Monologue (Oliver Twist)

Year Group: KS3 (Adaptable for Years 7-9)

Time: 1 hour

Learning Objectives:

• Students will understand the context of workhouses in Victorian England.
• Students will be able to embody a character through monologue performance.
• Students will explore how language and delivery can create meaning and emotion.

Resources:

• Copies of an extract from Oliver Twist describing the workhouse (or a simplified version).
• Images or video clips depicting Victorian workhouses (optional).
• Whiteboard or projector.
• Worksheet with prompts for monologue development (see below).

Lesson Procedure:

(1) Introduction: Contextualising the Workhouse (10 minutes)

• Begin by asking students what they know about Victorian England and poverty.
• Introduce the concept of workhouses: what they were, who lived there, and why. Use images/videos if available. Emphasize the harsh conditions, strict rules, and lack of comfort.
• Briefly explain the story of Oliver Twist and his experiences in the workhouse.
• Discuss the emotions Oliver might have felt: fear, hunger, loneliness, desperation.

(2) Exploring the Text (15 minutes)

• Distribute the extract describing the workhouse. Read it aloud as a class, focusing on key words and phrases that evoke the atmosphere and Oliver’s feelings.
• Discuss the language Dickens uses: descriptive adjectives, emotive language, and imagery.
• Ask students to highlight words or phrases that stand out to them and explain why.

(3) Monologue Development (20 minutes)

• Explain that students will be creating and performing a short monologue as Oliver Twist, reflecting on his experiences in the workhouse.
• Distribute the monologue development worksheet (see example below). This will provide prompts to help students structure their monologue and consider Oliver’s perspective.

Example Monologue Development Worksheet:

• Setting: Where is Oliver when he is speaking? (e.g., in his bed at night, in the dining hall, after being punished)
• Audience: Who is Oliver speaking to (if anyone)? (e.g., himself, a friend, a memory of his mother)
• Opening Line: What is the first thing Oliver says? (Consider starting with a strong image or emotion)
• Key Memories/Experiences: What specific moments from his time in the workhouse will he talk about? (e.g., the gruel, the beatings, the loneliness)
• Emotions: How does Oliver feel about these experiences? (Use specific adjectives: scared, angry, hopeless, etc.)
• Language: What kind of language will Oliver use? (Simple, desperate, pleading, etc.)
• Closing Line: How will Oliver end his monologue? (Consider a question, a statement of hope or despair, or a reflection)
• Give students time to work individually or in pairs to develop their monologues, using the worksheet as a guide. Encourage them to focus on:
  • Creating a clear voice for Oliver.
  • Using descriptive language to bring the workhouse to life.
  • Conveying Oliver’s emotions through their delivery.

(4) Performance and Feedback (15 minutes)

• Invite students to volunteer to perform their monologues.
• After each performance, offer constructive feedback, focusing on:
  • Clarity of character and emotions.
  • Use of voice and body language.
  • Effective use of language.
  • Understanding of the context.
• Encourage peer feedback as well, using positive and specific comments.

Differentiation:

• Support: Provide a pre-written monologue or sentence starters. Focus on simple emotions and clear delivery.
• Challenge: Encourage students to use more complex language and explore more nuanced emotions. They could also research further details about workhouse life to incorporate into their monologues.

Assessment:

• Observe student participation in discussions and activities.
• Assess the quality of the monologues, focusing on characterization, use of language, and understanding of context.
• Use peer and teacher feedback to inform further learning.

Extension Activities:

• Students could write a short scene or play based on their monologues.
• They could research and create presentations on other aspects of Victorian society.
• Compare and contrast the portrayal of poverty in Oliver Twist with other literary works or historical accounts.

This lesson plan allows students to engage with Oliver Twist on a deeper level by stepping into the shoes of the main character and exploring the harsh realities of workhouse life. By creating and performing monologues, they develop their understanding of character, context, and the power of language and delivery.

Extract (Inspired by Chapters 2-5, Oliver Twist)

(Setting: The workhouse dining hall. Oliver stands amongst a throng of hungry boys, clutching his empty bowl. The master, Mr. Bumble, a portly man in a beadle’s uniform, surveys the scene with a stern gaze.)

(Oliver’s thoughts, spoken aloud as a monologue):

“Another bowl scraped clean. Another echo of emptiness in my belly. It’s always the same. The gruel… thin, watery stuff, barely enough to wet the tongue, let alone fill a stomach. It tastes of nothing, or perhaps of damp stone and despair. They call it food, but it’s more like a cruel jest.

(He looks around at the other boys, some gnawing on their fingers, others staring blankly ahead.)

Look at them… hollow eyes, pale faces, ribs poking through their threadbare shirts. We’re all the same here – starved, forgotten, unwanted. Like stray dogs left to fend for scraps. They say we’re being cared for, provided for… but what sort of care is this that leaves a boy’s insides twisting with hunger, that makes him dream of loaves of bread and joints of meat, only to wake to the same gnawing pain?

(He remembers a specific incident, his voice dropping to a whisper.)

I remember one boy… Joe, he was called. He was bigger than me, but not by much. He was always hungry, always complaining. One day, after the gruel was finished, he dared to ask for more. Just a little more. Mr. Bumble, his face turning purple, grabbed him by the scruff of the neck and dragged him away. I heard the screams… muffled, but still… enough to make the blood run cold in my veins. They said he was being punished for being ‘troublesome’. Troublesome! Is it troublesome to be hungry? Is it troublesome to want to live?

(Oliver’s voice rises in frustration and a touch of desperation.)

They tell us to be grateful. Grateful for this… this prison of hunger and silence. Grateful for the beatings and the insults. Grateful for the privilege of existing in this miserable place. But I’m not grateful. I’m not! I’m hungry. I’m scared. And I’m… I’m tired of being treated like an animal.

(He looks down at his empty bowl, his voice softening again, almost to a whimper.)

Sometimes, at night, when the workhouse is quiet, I think of my mother. I don’t remember her face, not really, but I have a feeling… a warm feeling, like a faint light in the darkness. I imagine she would have held me close, would have fed me until I was full. She wouldn’t have let me starve.

(He clenches his small fists, a flicker of defiance in his eyes.)

One day… one day I’ll escape this place. I’ll find a place where there’s enough food, where there’s kindness, where there’s… love. I have to. Because if I stay here… I fear I’ll simply… disappear.”

This extract attempts to capture the essence of Oliver’s early experiences, focusing on the themes of hunger, poverty, and mistreatment. It uses descriptive language, emotive language, and internal monologue to convey Oliver’s feelings and the harsh reality of the workhouse. Remember that this is an original piece inspired by Dickens’ work, not a direct quote.

_____________________________

Station in society

Calico robes

A parish child – an orphan in the workhouse – left to the tender mercies of churchwardens and overseers.

__________________________________-

Here’s a lesson plan for a monologue as Oliver Twist about the workhouse, focusing on his experience from birth:

Lesson Plan: A Monologue as Oliver Twist

Learning Objectives:

• Students will understand the plight of the poor in Victorian England.
• Students will be able to empathize with the hardships faced by children in poverty.
• Students will develop public speaking and dramatic performance skills.
• Students will analyze and interpret literary text.

Materials:

• Copies of Oliver Twist by Charles Dickens (or excerpts)
• Access to online resources (if needed)
• Props (optional): Simple items to represent the workhouse environment (e.g., a bowl, a piece of bread, a ragged doll)

Lesson Procedures:

1. Introduction (15 minutes)
   • Historical Context: Briefly introduce the social and economic conditions of Victorian England, focusing on poverty and the Poor Laws. Discuss the role of workhouses.
   • Character Exploration: Discuss the character of Oliver Twist. What are his key traits? How does his personality develop in the early chapters?
   • The Monologue: Explain the concept of a monologue and its purpose. Discuss how a monologue can convey inner thoughts and feelings.
2. Text Analysis (30 minutes)
   • Close Reading: Have students read excerpts from Oliver Twist, focusing on the following chapters:
     • Chapter 1: Oliver’s birth and the burden he places on the parish.
     • Chapter 2: Life in the workhouse.
     • Chapter 3: Oliver’s request for more food and its consequences.
   • Discussion:
     • How does Dickens describe the workhouse? What sensory details does he use?
     • What are Oliver’s feelings and experiences in the workhouse?
     • How does Dickens portray the treatment of children in the workhouse?
     • What are the key themes explored in these chapters (e.g., poverty, injustice, the abuse of power)?
3. Developing the Monologue (45 minutes)
   • Brainstorming: Guide students to brainstorm ideas for their monologues.
     • Possible perspectives:
       • Oliver describing his life in the workhouse.
       • Oliver expressing his feelings about his treatment.
       • Oliver recounting the events leading up to his request for more food.
     • Key elements:
       • Use of vivid language and imagery.
       • Development of character voice and tone.
       • Inclusion of inner thoughts and feelings.
   • Drafting: Students begin drafting their monologues. Encourage them to use their own words and creative expression.
4. Rehearsing and Refining (30 minutes)
   • Practice: Students practice delivering their monologues.
   • Peer Feedback: Students provide constructive feedback to each other on their performances.
   • Teacher Feedback: Provide individual guidance on delivery, voice projection, and character portrayal.
5. Performance (20 minutes)
   • Showcase: Students perform their monologues to the class or a small audience.
   • Reflection: After each performance, encourage students to reflect on their own performance and the performances of others.

Assessment:

• Monologue: Evaluate students’ monologues based on:
  • Understanding of the text and historical context
  • Creativity and originality
  • Use of language and imagery
  • Character development and voice
  • Delivery and stage presence
• Class Participation: Assess student engagement in discussions and group activities.

Differentiation:

• Support: Provide students with sentence starters, graphic organizers, or simpler text versions.
• Extension: Encourage advanced students to research further into Victorian social history and incorporate more historical details into their monologues.

Note: This lesson plan is a suggestion and can be adapted to fit the specific needs and learning styles of your students.

Remember: The primary goal is to help students connect with the text, develop their understanding of the historical context, and express themselves creatively through dramatic performance.

This lesson plan provides a framework for exploring the plight of Oliver Twist and the harsh realities of life in the Victorian workhouse. By engaging with the text and creating their own monologues, students will gain a deeper appreciation for the novel and the social issues it addresses.

Words and phrases about a workhouse in the times of Oliver Twist, using language techniques:

ISAFOREST Techniques

• Imperatives: “Enter the gates,” “Endure the hunger,” “Obey the overseer.”
• Superlatives: “The most wretched place,” “The harshest conditions,” “The most miserable children.”
• Anecdotes: “I remember the bone broth, thin as death’s shadow…”
• Alliteration: “Bitter bread, bone-chilling cold, ceaseless toil.”
• Facts: “Overcrowded wards,” “Gruel rations,” “Forced labour.”
• Opinions: “A living hell,” “A place of despair,” “A soul-crushing existence.”
• Rhetorical Questions: “Where is the humanity? Where is the compassion?”
• Emotive Language: “Starving children,” “Cruel overseers,” “Hopelessness.”
• Statistics: “Hundreds crammed into single rooms,” “Children dying of malnutrition.”
• Triplets: “Hunger, cold, despair,” “Toil, tears, torment,” “Fear, famine, fate.”

Workhouse-Specific Words and Phrases

• Pauper children: Those born into poverty, reliant on the workhouse.
• Gruel: The thin, watery porridge that was the staple diet.
• Breaking stone: A common form of forced labour.
• Master/Mistress: The individuals in charge of the workhouse.
• Overseer: The person who supervised the work and enforced discipline.
• Ward: The large, dormitory-style rooms where inmates slept.
• Workhouse uniform: The drab, often ill-fitting clothing provided to inmates.
• Bread and water: A common punishment for minor infractions.
• The Treadmill: A device used for forced labour, often seen as cruel and inhumane.
• The Master’s Eye: The constant surveillance and fear of punishment.
• The Parish: The local government responsible for the workhouse.
• Destitution: The state of extreme poverty that led people to the workhouse.
• Stigma: The social disgrace associated with living in a workhouse.
• Hopelessness: The overwhelming sense of despair felt by many inmates.
• Rebellion: The rare acts of defiance against the harsh conditions.
• Escape: The desperate attempts of some to flee the workhouse.
• Disease: Rampant due to overcrowding and poor sanitation.
• Death: A frequent occurrence, particularly among children.
• Child labour: Children were often forced to work alongside adults.
• Separation of families: Parents and children were often separated within the workhouse.
• Humiliation: The constant degradation and loss of dignity.
• Dehumanization: The treatment that stripped inmates of their individuality.
• Social injustice: The fundamental unfairness of the workhouse system.
• Victorian poverty: The stark reality of life for the poor in 19th-century England.
• The Poor Law: The legislation that governed the workhouse system.
• Oliver Twist: The iconic novel that exposed the horrors of the workhouse.
• Charles Dickens: The author who brought the plight of the workhouse children to light.

This list provides a starting point for exploring the language and themes related to workhouses in the time of Oliver Twist.