Oliver Meeting Fagin

Overview

This 45-minute lesson enables Year 7 students in a special school setting (Medium Learning Difficulty, MLD) to explore Oliver Twist’s first meeting with Fagin through a sensory and inclusive approach to roleplay. The lesson builds key English skills including comprehension, character empathy, speaking, and listening, carefully designed to avoid triggering experiences for students sensitive to traditional roleplay.

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Curriculum Links

National Curriculum for England – Key Stage 3 English

• Reading – comprehension and understanding: Pupils should be taught to identify and interpret explicit and implicit information and ideas.
• Speaking and listening – group discussion and interaction: Pupils should develop and express ideas clearly and confidently, adapting talk to context and audience.
• Writing – composition: Pupils should develop narrative skills and understanding of characterisation.

MLD Special School Recommendations

• Emphasis on multi-sensory learning and differentiated tasks.
• Avoidance of high emotional stress or triggering scenarios in roleplay.
• Inclusion of alternative communication methods to suit learners' individual needs.

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Learning Objective

To use roleplay-inspired activities (multi-sensory and low-pressure) to demonstrate understanding of Oliver Twist’s first meeting with Fagin, developing character insight and speaking and listening skills.

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Success Criteria

• Pupils show understanding of the characters’ feelings and intentions.
• Pupils engage with roleplay in small, comfortable groups using sensory props or supported communication.
• Pupils express their ideas about the scene through drawing, speech, or other chosen communication methods.
• Pupils listen respectfully and respond to peers’ contributions.

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Resources

• Simplified script excerpt from Oliver Twist (Oliver’s first meeting with Fagin), in easy-read format with symbols if needed
• Sensory props representing key items (e.g., hat for Fagin, small bag, etc.)
• Visual emotion cards (happy, unsure, scared, curious)
• Large paper and coloured pencils
• Whiteboard and marker
• Communication boards or speech-generating devices as needed

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Lesson Structure

1. Starter (5 minutes)

• Begin with a calm circle time.
• Show pictures of Oliver and Fagin. Ask simple questions: “Who do you think this is?” “How might Oliver feel meeting Fagin for the first time?” Use visual emotion cards to support responses.
• Emphasise that today we are going to learn about this special meeting.

2. Input and Demonstration (10 minutes)

• Read aloud the simplified excerpt describing Oliver’s first meeting with Fagin.
• Show sensory props linked to the text as you read (e.g., a small bag that Oliver has, a hat worn by Fagin).
• Highlight and explain key vocabulary gently, encouraging any student who uses alternative communication to respond.
• Model a short roleplay yourself or with a teaching assistant using minimal talking and props, showing safe and calm character actions—e.g., Fagin offering something, Oliver looking unsure.

3. Guided Practice – Multi-Sensory Roleplay (20 minutes)

Group size: 2-3 students per group supported by an adult, allowing personalization and comfort.

• Instead of traditional roleplay, offer choices:
  • Doll/Table-top figures: Students move figures to act out the meeting.
  • Talking or gesture only: Students can narrate what’s happening or express feelings using emotion cards without acting.
  • Drawing: Students draw Oliver and Fagin during the meeting and label feelings or objects.
• Encourage turn-taking supported by adults.
• Adults prompt with questions: “What is Fagin doing here? How does Oliver feel? What might he say or think?”
• Sensory props can be touched or held to support engagement.
• Allow those who find interaction difficult to observe and comment or express feelings non-verbally.

4. Plenary and Assessment (10 minutes)

• Gather the class back together.
• Invite volunteers to share their drawings or stories about the meeting.
• Use a simple thumbs up/down or smiley face chart to check how comfortable each student felt during the activities (for self-assessment).
• Recap key points: What did you learn about Oliver and Fagin? How did their meeting feel?
• Praise participation and positive listening.

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Differentiation and Access Strategies

• Visual and tactile props for concrete understanding.
• Alternative communication supports for non-verbal or less confident pupils.
• Small group work reduces pressure and triggers.
• Option to observe or participate in different ways respects sensory needs.
• Emotional regulation breaks available as necessary.

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Assessment for Learning

• Observation of pupil engagement and participation during roleplay alternatives.
• Verbal or non-verbal responses to questions about character feelings and actions.
• Sharing of drawings or simple sentences about the meeting.
• Self-assessment via smiley face chart confirming comfort and understanding.

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Extension/Home Learning Suggestion

• Encourage students to bring or create a personal “character object” representing someone in their life who helps them, mirroring Fagin’s role in a positive way. Write or verbalise a short description of why.

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This lesson plan prioritises emotional safety and accessibility while fulfilling National Curriculum aims for spoken language, reading comprehension, and character understanding by creatively adapting roleplay to suit MLD learners in a special school environment.