Use these activities to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity. 

ACTIVITY 1: “Up Next”

Like most of Dickens’s novels, Oliver Twist first appeared in serial form: divided into groupings of one to three chapters that were published in sequential order over more than a year. Each of these groupings resembles an episode of a modern TV show, containing its own miniature climax and conclusion while advancing the overarching storyline. In this activity, you’ll be creating a teaser for one section of the novel.

Part A: Read this brief article from the Dalnavert Museum about serialized novels in 19th-century England. Then review this list of Oliver Twist’s original chapter groupings and choose one for which to create a teaser.

• Consider the chapters that precede the section you’ve chosen (if the serialization break coincides with a shift from one storyline to another, you may also want to refer back to the last section that involves the characters and events within your section). What plot points and themes carry over into your chosen section?
• Next, consider your chosen section, trying to imagine it as a self-contained narrative arc. What is its central conflict? Climax? Resolution? For example, if you chose Chapters 5 and 6, you might identify the conflict as the tension between Noah and Oliver, which culminates in the climax of Oliver attacking Noah. The section ends on a cliffhanger—Oliver's fate is uncertain—but the intervention of Charlotte and Mrs. Sowerberry temporarily de-escalates the situation.

Part B:  Create a teaser for your section in the form of a storyboard.

• A storyboard is a comic strip-like series of sketches featuring the shots a director plans to include when filming. Watch this short video from the Arts & Creative Materials Institute to learn more.
• Next, decide what you want to include in your teaser. Questions to consider:

What will the “viewer” likely be thinking or feeling as they begin the section you’ve selected? How can you immediately hook them?

How can you represent or hint at major plot developments in just one or two shots?

What tone do you want to strike overall?

Since the piece you’re planning is short, aim for around 10 panels in total. Depending on your preference, you can draft your storyboard with a pen and paper or with a digital platform like Storyboard That.

Teaching Suggestion: The similarity of the serialized novel to contemporary TV is a reminder that books like Oliver Twist served as the Victorian era’s pop culture. This activity highlights that and challenges students to experience the novel as readers at the time might have. It’s also a good opportunity for students to practice identifying key narrative elements like conflict and climax. As students work through the activity, remind them that storyboards don’t need to feature amazing artwork (though they certainly can, if a particular student is skilled in that area); even stick figures will do, as long as students indicate the gist of the shot and who is who.

ACTIVITY 2: “Historical Connections”

Although many of the issues Oliver Twist deals with remain relevant today, the details of its setting may not be so familiar. In this activity, you’ll research an aspect of the work’s historical context that you find interesting.

Part A: Think back to your experience reading Oliver Twist. Did any historical details surprise or confuse you? For example, maybe you weren’t entirely sure what a workhouse was, or maybe the antisemitism of Fagin’s portrayal came as a shock.

• Choose one of these historical details and consider how you might turn it into a topic to research.
• You may find it helpful to come up with a question you hope to answer—one that is specific but not so narrow that it can be answered with a word or sentence. An example might be, “How did the workhouse system come to exist?” or "What sorts of legal and social barriers did the Jewish population face in 19th-century England?”

Part B: Research your topic of choice, aiming to find at least three credible sources.

• Sites associated with universities, museums, or libraries are all great resources, as are major newspapers or news outlets (The New York Times, The Guardian, the BBC, etc.).
• As you research, jot down notes about what you discover (you may find it helpful to use a graphic organizer such as a KWL chart to keep track of what you learn). Also, be sure to write down your sources.
• After completing your research, draft a short bibliography of the sources you used (check out Purdue OWL for a refresher on MLA citation). Turn in both your notes and your bibliography.

Teaching Suggestion: This activity gives students a chance to explore an area that interests them and draws on research skills that are useful across multiple disciplines. Although the bibliography will necessarily be written, some students may find it easier to take their notes orally, either by dictating them aloud or simply recording them.