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on what they think about the main characters (the instructor will specify which characters and seeing, as the students are still not experienced just two characters will suffice) for instance Oliver twist and the dodger.
During the performance of the selected parts, the students will form groups that have students from mixed cultural background. The aim is to ensure that there is an even distribution of the cultures within the groups.
Extended Follow-up Activities: make a list of all the new words encountered preferably on a chart. Make the students use these words in sentences. As for themes, it is up to the instructor to pick them out and explain to the students what lessons are to be learnt. Referring t everyday life situations where these themes are applicable will also speed up the students’ comprehension.
The text has diverse characters and the students can choose to represent those they are most comfortable. However, at all instances the student should describe what the character is saying or portraying in their words hence enabling the assessment of their choice in vocabulary.
Understand: the cultural background to enable proper assessment and integration of the students to the intended classroom environment created during the lessons (note the mention of anti-Semitism even in this watered down version of Oliver twist).
Moving the lesson to a new venue made the students relax and the informal nature of the play made the students more expressive. The different dimensions presented during the lesson enabled the students to explore other talents apart from academics. In addition, there was personal interaction between students who on normal occasions were strangers to each other. On the other hand, Oliver twist is an outstanding literary work that explores most if not all aspects of society. The fact that the main character is a young boy is also a plus because it is easy for the students to relate to his struggles even if the society Oliver twist lived
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