TOPIC Victorian Age: Industrial Progress and Social Inequality. Focus on: Oliver Twist by Charles Dickens.

PERCORSI DI FORMAZIONE INIZIALE DEI DOCENTI DELLE SCUOLE SECONDARIE DI I E II GRADO AI SENSI DEL DPCM DEL 04/08/2023 PF30 CREDITI FORMATIVI Classe di concorso: AS2BCandidata: Francesca Tedeschi Matricola n. 569249

TEMA PROPOSTO L'età vittoriana è un periodo DI GRANDE PROGRESSO INDUSTRAILE E CULTURALE, MA ANCHE DI MARCATA DISUGUAGLIANZA SOCIALE. lA CANDIDATA SCELGA E PRESENTI ALLA CLASSE UN ROMANZO VITTORIANO, CONCENTANDOSI SUL CONTESTO STORICO E FACENDO UNA BREVE ANALisi DELLA SUA FORMA E CONTENUTO. LA CANDIDATA FORNISCA INOLTRE DETTAGLI DELLA METODOLOGIA ADOTTATA E LE MOTIVAZIONI CHE HANNO PORTATO ALLA SCELTA DEI MATERIALI E DEGLI STRUMENTI USATI NELLA LEZIONE.

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TOPICVictorian Age: Industrial Progress and Social Inequality. Focus on: Oliver Twist by Charles Dickens.

OVERVIEW

1)Contex 9)Assessment 2)Class 10)Evaluation2)Timing and Environment 3)Pre-requisites 4)Aims 5)Teaching Strategies 6)Materials 7)Inclusion Strategies 8)Lesson Stages

CONTEXT AND CULTURAL BACKGROUND

CONTEXT: It is a modern school located in the centre of Genoa, focusing on providing technological devices to students and on continuous teacher training. The school has an ICT lab. CULTURAL BACKGROUND: The majority of the students are interested in technology. Most of the students are Italian or second - generation, born in Italy.

Class and class composition:A fifth-year class of a Scientific High School. The class consists of 20 students, 14 boys and 6 girls, including two with Special Educational Needs (SEN): one diagnosed with dyslexia and another supported under Law 104/1992(IEPs). The average level of English is B2 according to the CEFR.Timing/Setting: 3 lessons (3 hours in total) + 1 additional lesson dedicated to assessment./Classroom Period: Beginning of the first term. Teacher: English teacher and support teacher.

CLASS COMPOSITION, CFR LEVEL, TIME OF THE YEAR

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LEVEL OF LANGUAGE COMPETENCE TO BE DEVELOPED IN THE LESSON: B2 of the CEFR taken from The National Guidelines., as stated in The National Guidelines for Licei

PREREQUISITES

Historical & Cultural Context:Knowing the basic timeline of British history (18th–19th centuries). Literary Knowledge: Being familiar with the structure of a novel (plot, characters, narrator, setting). Having experience with literary analysis (e.g. theme, symbolism, tone, hyperbole). Social Learning: Working in groups. Communicating with peers.

LEARNING OBJECTIVES

By the end of this set of lessons, students will be able to: 1)Understand the historical and social context of the Victorian Age. 2)Analyze the main themes and narrative techniques in "Oliver Twist." 3)Identify how literature reflects social inequalities and promotes social awareness, while developing critical reading and interpretative skills. 4) Use visual and digital tools to support literary analysis.

CULTURAL AIMS TO BE DEVELOPED IN PARTICULAR DURING THE LESSON (Reference: European Council Recommendations on keys competences for lifelong learning - Version 2018)

1)Social and civic competence: the ability to work in groups.2)Learning to learn: to be active and proactive contributing with personal ideas. 3)Literacy.

METHODOLOGICAL APPROACH (References: National Guidelines 2010; Common European Framework of Reference for Languages) SKILLS

1. Method: Task - based, learning by doing.2. Approach: Communicative, language is learnt through interaction. Meaning is communicated through functions, grammar, vocabulary, discourse and skills. 3.Classroom techniques: Development of linguistic skills through group work- cooperative learning-, to enable interaction, inclusion and respect for others’ opinions. Support of the supporter teacher. Skills: Writing, critical thinking.

TEACHER STRATEGIESMaterials: The lesson will be carried out using LIM, PPT presentation, short videos. tablets

INDIVIDUALIZATION Differentiation in methods, timing, content, process, materials, and outputs; use of compensatory ICT tools; peer-to-peer tutoring; use of concept maps, mind maps, and diagrams (L. 104/1992, L. 170/2010, Dir. MIUR 27/12/2012). Support teacher. MOTIVATION The teacher establishes and maintains a positive learning atmosphere; creates a two-way flow of information with students (Teacher → Students; Students → Teacher; Students → Students). PERSONALIZATION Encouraging personal ideas and the use of personal materials; creative outputs; continuous feedback and teacher support.

Warm-Up: The teacher shows a video about the Victorian Age to assess students’ prior knowledge of the period. Presentation: The teacher introduces the topic on the LIM (Interactive Whiteboard), explains the target language (specific vocabulary), and provides cultural and historical context to help students understand how the language was used. Practice: Students engage in guided activities, such as answering questions to reinforce their understanding and creating a concept map. Production: Students use the language more freely by creating original stories or writing a new version of the text, encouraging creativity and independent language use.

LESSON 1 (1H) PREREQUISITES: Reinforce the students' knowledge about the Victorian Age. Activity 1: Warm-up (10 minutes). 1)Showing a short video about the Victorian Age on the LIM to introduce the topic: [https://webtv.loescher.it/media/content/the-victorian-age-the-historical-background-1623832]. 2)Asking the students to guess the topic of the lesson and inviting them to share what they know about the Victorian Age. 3) Inviting students to answer the questions orally (Teacher → Whole class). 4) Providing clear information about the competences, objectives, and skills involved in the learning activity, and then dividing the class into five equal groups of four students.

ACTIVITY 1: QUESTIONS 1) What is the topic of the lesson ? 2) What are the main themes of the video? 3) What do you think about the video? ACTIVITY 1: ANSWERS 1)The topic of the video is the Victorian Age. 2)The main themes of the video are industrial progress, development of towns, railways, factories; cultural achievements such as advances in science, technology, education, and the arts; social inequality, poverty, child labour, workhouses, and class division. 3)I think that in some parts of the world, this is still true.

PRESENTATION (10 minutes)

1)The teacher shows some flashcards on the LIM about Oliver Twist and briefly explains Charles Dickens’ time, life, and social role.

The teacher writes on the LIM a list of vocabulary to help the students during the lessons: Copper (Pentolone di rame); Apron (Grembiule); Gruel (Pappa d’Avena); Porringer (Scodella); Never wanted washing (Non avevano mai bisogno di essere lavati); Lots were cast (Si tirò a sorte); Commons (il cibo che si mangia in una mensa); Ladle (mestolo); Will be hung (finirà impiccato).

A. Listening and Note-Taking The teacher sends an extract from Oliver Twist, Chapter 2, where Oliver asks for more food ("Please, sir, I want some more") to Classroom. Then, the teacher asks the students to listen to and read the text on their tablets, reflect on it, take notes, and answer some questions. B. Group Roles/Support/Inclusion Each group must answer all the questions using Classroom. For the dyslexic student and the student supported under Law 104, the teacher provides digital texts with a larger font, answers with images and maps, extra time, the possibility to use an English dictionary (including digital ones), and support from classmates (peer-to-peer education). Students will also receive help from the support teacher. C. Checking Work The teacher asks the students to check their work in groups, then shows the correct answers to everyone on the LIM.

ACTIVITY 2 LISTENING AND NOTE TAKING (15 MINUTES)

TEXT ACTIVITY 2 LISTENING AND NOTE TAKING (15 MINUTES)

COMPREHENSIONAnswer some questions about the novel: 1) Where does the action take place? 2) What were the children given to eat? 3) What did Oliver's request provoke? ANALYSIS 4) Who is Oliver Twist and what kind of novel is it? 5) What does the novel criticize? 6) Who is the narrator? 7) What is the tone of the novel? 8)The third section is characterized by the use of hyperboles. How did the master react to Oliver's request? How did the assistants feel? How did the boys feel? INTERPRETATION Dickens described Oliver as a "small rebel". Can you explain why he can be considered a rebel?

KEYS1)The action takes place in a dining hall.2) Children are given gruel to eat. 3) Oliver's request provokes horror. KEYS 4) Oliver Twist is a young orphan boy, and the novel is both a social novel and a Bildungsroman (a coming-of-age story). 5)The novel criticizes social inequality, poverty, child labor, workhouses, and class division. 6)The narrator is a third-person omniscient narrator. 7)The tone is often ironic and critical. 8)His reaction shows stupefied astonishment; the assistants are paralysed; the boys feel “fear.” KEYS Oliver is a rebel because he dares to react against the poor conditions of life, and his friends are exposed to similar suffering.

PRACTICEActivity 2: LEARN AND PRACTICE (25 MINUTES)

LESSON 2 (1H) Reflection on the social novel (5 minutes) The teacher asks some students to read their answers aloud and invites the whole class to share their opinions about the novel. Production (55 minutes) The teacher invites each group of students to create a section of a map, with the help of the support teacher, to summarize the main message of Oliver Twist—including the historical context, form, and content—and to display it on the LIM. Each group has to decide which part to complete.

PRODUCTION Activity 3 (60 MINUTES)

MAP Activity 3

CONCLUSION AND FEEDBACK LESSON 3 (1 H) The teacher asks the students to complete a table in their books to check their understanding and knowledge of the main themes in Oliver Twist. For the SEN students, the teacher provides a quiz :https://wordwall.net/it/resource/97965/english/oliver-twist-quiz

CONCLUSION, FEEDBACK and REINFORCMENT ( 15 minues)

HOMEWORK For homework, each group of students has to write a short presentation using Canva (max. 250 words) in which they explain why Dickens can be considered an author who denounced social injustice, and discuss why and where this topic is still relevant today. The students have to consider the following aspects: 1)The historical context and the main social issues of Dickens’s time 2)The main themes of Oliver Twist. 3) The main themes of the passage "I want some more." 4)The relationship between the main themes of the passage and the social issues of the Victorian Age. The students will present their work in small groups on the interactive whiteboard during the next lesson.

(HOMEWORK 45 minutes)

The teacher monitors the students’ performance during the learning process and group activities, and takes notes in order to evaluate: 1)Students’ feedback concerning the activities. 2)Students’ attitudes towards the topic. 3)Students’ competence in writing sentences that follow chronological order, maintain internal coherence, and show originality. 4)Their ability to solve problems, collaborate with peers, and adopt an inclusive attitude.

MONITORING AND EVALUATION (Monitoring the learning process and evaluating the final product )

The teacher informs the students about the evaluation grids that will be used during the lessons: one for assessing their written production and one for evaluating group work. For the group evaluation grid, the criteria will also include the accuracy of the knowledge applied, the quality of the final product, problem-solving skills, the ability to collaborate with peers, and the adoption of an inclusive attitude. Assessment is carried out using two evaluation grids prepared by the Department, in accordance with the regulations of DPR 122/2009 and Legislative Decree 62/2017. Students with SEN will be assessed according to what is outlined in their respective Individualized Education Plan (IEP). Students are also required to complete a self-assessment by anonymously answering a set of questions. Finally, the teacher praises the students for their good work.

EVALUATION CRITERIA

STUDENTS' RUBRIC FOR EVALUATING GROUP WORK

WRITTEN PRODUCTION RUBRIC

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Students’ Self-Evaluation Answer the questions with: Yes / No / Sometimes / Never. I follow the teacher’s directions. I listen when others are speaking. I do my homework and hand it in on time. I always do my best. I complete all my classwork. I am a good team player. I am responsible: my classmates and teachers can count on me. I care about everyone and I am inclusive.

THANK YOU FOR YOUR ATTENTION! "The greatest sign of success for a teacher is to be able to say: The children are now working as if I did not exist." Maria Montessori

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