OLIVER TWIST

INTRODUCTION  Have you ever wondered how life in the 19th century was? This webquest will help you to find out more about it. We are going to discover how Dickens' life was and how he tries to relate his own life by means of his book Oliver Twist. Are you ready? Let's learn more about it!

TASK After completing this activity, you will have to prepare a project where you will have to find information about these aspects:  1- DICKENS' LIFE When was he born? Why didn't he go to school at the age of ten? What happened to his father in 1824? and why ? Where did Dickens work then? Was that period important in his life? Where did he go to live with his wife? How many children did he have? Did he always stay in England? When did he die? and how old was he? Where is he buried? 2- HOW WAS LIFE IN VICTORIAN ENGLAND? WHAT WAS A WORKHOUSE? 3- OLIVER’S LONDON Create a map of Oliver’s London and draw the journey that Oliver took in his adventures throughout the city as described in the novel. 4-CHILDREN LABOUR 5- MAIN CHARACTERS IN OLIVER TWIST. HOW ARE THEY DESCRIBED IN THE BOOK? Before describing the characters, find out who is who in Oliver Twist:

6-AFTER READING THE BOOK, HOW DOES DICKENS REFLECT THE SOCIAL SITUATION AT THE TIME BY MEANS OFOLIVER TWIST? Choose at least one of these items  to help you: principle of good surviving, money and materialism, charity and love, woman as nurturer, poverty, hypocrisy, sanitary conditions, population increase, search for employment, etc. Use quotations from the book. 7.- OLIVER TWIST  Find 4 reasons why he was not lucky. a) ……………………………………………….......................................... b) ……………………………………………….......................................... c) ……………………………………………….......................................... d) ………………………………………………......................................... What did Dickens want to show with that novel ? ………………………………................................................................ 8. David Copperfield (Complete your information with another page.)  Sometimes he was miserable. Explain (4 reasons at least) - …………………………………………………………………………………... - …………………………………………………………………………………... - …………………………………………………………………………………... - …………………………………………………………………………………... 9. Find 5 of his themes (see that page too) - …………………………………………………………………………………... - …………………………………………………………………………………... - …………………………………………………………………………………... - …………………………………………………………………………………... - …………………………………………………………………………………... B. Victorian times  1 - Victorian England saw great expansion of : 1) ……………………. 2) ……………………… 3) ……………………… 2 - Technological advances What began in Great-Britain and continued through the 19th century ?   …………………………………………………………………………………... Changes were seen in many areas. Give examples : …………………….……………………………………………….................... …………………….……………………………………………….................... 3 - Name the three social classes and associate the following words with them : aristocracy - ethnic minorities - growing control of the economy - city merchants - the underclass - gentleman 1)……………………(………………………+……………………………) 2) ……………………( ………………………+……………………………) 3) …………………… (………………………+……………………………) 4 - Child labour (Visit this site too.)  What was unbelievable ? - ………………………………………………………………………………… - ………………………………………………………………………………… - ………………………………………………………………………………… Which job was the most tiring, in your opinion ? ……………………………… 5 - Who wrote what ? Write the right letter in the second column.  Mary Shelley   a) Alice in Wonderland Charlotte Brontë   b) The Picture of Dorian Gray Lewis Carroll   c) Ivanhoe Thomas Hardy   d) The Jungle Book Robert Louis Stevenson   e) Portrait of a Lady Rudyard Kipling   f) Frankenstein Arthur Conan Doyle   g) Tess of the D'Urbervilles Walter Scott   h) The Adventures of Sherlock Holmes Henry James   i) Treasure Island Oscar Wilde   j) Jane Eyre 6 - The British Empire (also see here and there)  Right or wrong ? Justify your answer. It was not very big under Queen Victoria.……………………………………………………………………………………. She reigned over one-fifth of the world.……………………………………………………………………………………. It contained more than 410 million people. ……………………………………………………………………………………. 7 - Make your own Victorian timeline  with the following dates corresponding to important events :1812 - 1819 - 1826 - 1837 - 1840 - 1859 - 1861 - 1870 - 1877 - 1879 - 1885 - 1888 - 1901 PROCESS 1-You are going to work in groups of 4 or 5 students and you will look for information about the different aspects we ask you. 2- Search for the information using the links we provide you and look for the most important information. 3- Make a summary of the information (try to use your own words) 4- Prepare your work, you can include the information you have found and some interesting images. 5- Finally, you will have to make a presentation in class about your work.

RESOURCES Here you have different links where you can search for the information we ask you. LIFE IN VICTORIAN ENGLAND - http://www.aboutbritain.com/articles/life-in-victorian-england.asp - http://www.victorianweb.org/vn/victor4.html - http://www.hiddenlives.org.uk/articles/poverty.html - http://www.judandk.force9.co.uk/workhouse.html WHAT DID THE INDUSTRIAL REVOLUTION MEAN FOR POOR PEOPLE? - http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html CHILD LABOUR - http://www.bbc.co.uk/schools/victorians/flash/full_flash.shtml - http://ecole.pagespro-orange.fr/college.saintebarbe/victoria/children.htm MAIN CHARACTERS - http://www.sparknotes.com/lit/oliver/characters.html DICKENS LIFE VIDEO - http://www.bbc.co.uk/drama/bleakhouse/animation.shtml DICKENS LIFE  - http://www.fathom.com/course/21701768/session1.html - http://www.pbs.org/wgbh/masterpiece/olivertwist/dickens_timeline_text.html OLIVER’S LONDON - http://www.pbs.org/wgbh/masterpiece/olivertwist/olivers_london.html - http://www.fidnet.com/~dap1955/dickens/dickens_london_map.html

EVALUATION Students will be evaluated by the teacher: -Individual Evaluation rubric :  Each student will be graded on the following aspects: Presentation and elaboration of project work, oral presentation and class discussion. -Team work evaluation rubric:  The teams will be evaluated in different areas: Balanced discussion within the team, Organization, Focus on the topic, Accuracy of the facts,Creativity, collaboration, Resolution and Interest.

CONCLUSION Through this webquest you have learnt more about Victorian times and Dickens' life and work. Now you are ready to discuss in class your opinion about the book and if you think Dickens tries to show part of his life and how Victorian way of life was.

The catcher in the rye

. The Catcher in the Rye WebQuest: Evaluating Holden Introduction    Now that Holden has accepted the fact that he needs a break and, more importantly, needs to get his life back on track, it will be up to you to help him do so. As Holden continues his therapy sessions, it is your professional obligation to see that he has every opportunity to become a productive member of society. Task   With a new attitude about life, Holden wants to get back to a normal lifestyle. It is up to your group to help him achieve his goal. Holden has been through a rough stretch and is now spending time at a rehabilitation center getting the treatment he desperately needs. You are a panel of experts that will help to get Holden back to the life any teenager deserves.  You will each need to have a good understanding of Holden’s problems if you are going to help him out. Through your analysis of his life and efforts at the hospital, you will have to recommend to the hospital’s board of directors whether or not Holden is ready to go back to school. You will be working in groups of three. As you begin, keep the following in mind: 1.  What are the difficulties Holden has when in school? 2. How does Holden interact socially with his peers? 3. How does Holden respond to adults? 4. Why is Holden having a hard time being a part of society? Individual Roles and Group Production   Each group is responsible for producing the following: 1.A psychologist’s report about Holden’s present condition (individual effort) 2.A police report about Holden’s complaint about Mr. Antolini (individual effort) 3.Background information about Holden. Either a letter from Mr. Thurmer to Holden’s parents about his expulsion from Pencey, or the email correspondence between Holden and Jane Gallagher (individual effort) 4.Holden’s collage of his experiences (group effort) 5.The final presentation by the group to the class (Group effort) Note: Each portion of the project will account for 20% of the group’s overall grade out of 100 points for the papers and projects part of your quarter grade. Clinical Psychologist   It is your responsibility as the clinical psychologist to present a written report on Holden’s mental condition. The group will then present this information as a part of the group’s overall recommendation to the hospital’s board of directors. Social Worker      It is your responsibility to file the police report in regards to Holden’s complaint that he was assaulted and abused by Mr. Antolini. You are to use the information in the police report to decide whether or not Holden has a legitimate criminal complaint against his old English teacher. Background Investigator      It is your responsibility to write either a letter from Mr. Thurmer to Holden’s parents, describing why Holden was expelled from Pency Prep, or the correspondence of letters/emails between Holden and Jane Gallagher which have been written since Holden has been in the hospital. The group will use this information when they recommend, to the hospital’s board of directors, whether or not Holden should be released. Group Work      As a group, you will compile the collage, created by Holden while in the hospital, which shows his journey through life and his understanding of where things went wrong. You must choose represent this through one of the following options: 1.      America in the 1950’s 2.      Holden’s experience at Pencey 3.      Holden’s New York City 4.      A timeline Holden’s breakdown 5.      The symbolism from the book as represented in Holden’s life In your group’s final presentation, you must use the information compiled by each of the group members to recommend whether or not Holden should be released from the hospital and back to school. Research Links for The Catcher in the Rye      Exploring Catcher page – http://www.geocities.com/exploring_citr/ http://www.bellmore-merrick.k12.ny.us/catcher.html Catcher in the Rye Resource pages – http://www.levity.com/corduroy/salinger.htm http://www.wahlbrinck.de/catcherintherye/index.htm http://homepage.mac.com/mseffie/assignments/catcher/Love%26Death.pdf http://www.mrcoia.com/school/units/citr/catcher_index.html New York City  NYC Photo Albums – http://www.virtualnyc.info/photo_album/album.htm http://www.nyc.gov/html/records/html/gallery/home.shtml http://www.urban75.org/photos/newyork/thumbs.html http://www.centralparknyc.org/site/PageServer http://history.amusement-parks.com/cpc.htm New York Public Library http://nypl.org – Digital Collections Changing NY – http://www.nypl.org/research/chss/spe/art/photo/abbottex/abbott.html Picture Gallery http://digital.nypl.org/mmpco/browse.cfm Psychological Reports Report Format http://www.msresource.com/format.html http://www.drmillslmu.com/Testing/psyrepor.htm Police Reports Report Format http://www.geocities.com/frankie_meehan/PoliceReport.htm http://www.aleir.com/aleir12.html http://www.cms.k12.nc.us/departments/preventionIntervention/forms/FormatB.PDF America in the 1950’s Huge General Site  http://www.writing.upenn.edu/~afilreis/50s/home.html Information and Notes on History of 1950’s http://home.att.net/~boomers.fifties.teenmag/1950_history.html

Evaluation
Research Rubric
1 Beginning 
2 Developing 
3 Accomplished 
4 Exemplary 

Research Materials shared with group
Information presented from research is vague and general and of little use 
to the group. (0-1 point) 
Information presented from research is appropriate but needs 
significant revision by the group. (2-4 points) 
Information presented from research is appropriate and requires little 
revision by the group. (5-7 points) 
Information presented from research is appropriate, specific 
and is ready to use by the group. (8-10 points)  

Breadth of Research Materials
Research completed shows a small sample of the information available on the 
topic (0-1 point) 
Research completed shows at least two aspects of the topic (2-4 points)
Research completed shows at least three aspects of the topic (5-7 points)
Research completed is diverse and wide-ranging, covering multiple aspects of 
the topic (8-10 points)  

Amount of Research 
Has completed little assigned research (0-1 point) 
Has completed requisite amount of research but with little depth (2-4 points)
Has completed requisite research in some depth (5-7 points) 
Has completed significant additional in-depth research beyond the required 
(8-10 points)  

Organization of Research Materials to share with group 
Research presented in haphazard fashion  (0-1 point) 
Research presented in some identifiable pattern (chronological, 
comp/contrast, etc.) (2-4 points) 
Research presented in identifiable pattern that suits the material.
(5-7 points) 
Research presented in identifiable pattern that suits the material and 
audience  (8-10 points)