Moral Values Through Characters

Moral Values Through Characters

Carton, Stryver, and Lorry


In these chapters, we get a closer look at three characters—Carton, Stryver, and Lorry. Before you dig into the chapters, in a Quick Write, record your impressions of these characters so far, then share your ideas with the rest of the class.

  • Which character among these three do you find yourself liking best?
  • What scenes or events support and influence your thinking?

Open Notebook

As you talk about the chapters, think about the ways that Dickens’s writing style contributes to your reaction.

Stryver and Carton

Work Time

Together with your classmates, review your knowledge of Stryver and Carton so far. Respond to the following questions.

  • How does Stryver handle the news that Lucie might not be interested in his proposal? What does his response show about his personality?
  • How does Carton reveal his feelings? Summarize his comments to Lucie. What does his conversation with her show about his personality?
  • Which of these two men do you admire more? Why?

Textual Support and Tone

Work Time

Join a small group as directed, then do the following.

  • Find quotations that illustrate Dickens’s attitude toward Carton and Stryver.
  • What, in the presentation of the scenes, reveals his tone ? How does Dickens do it?
  • Choose three specific quotations that illustrate Dickens’s tone toward each character.

Share your observations, your annotations, your conclusions, and your supporting text with the class.

Jarvis Lorry Mini-debate


Listen as your teacher presents an argumentative claim about Lorry. As directed, join a group supporting or opposing the claim. Then answer the questions and follow the instructions.

  • Based on his actions in these recent chapters, what is your general impression of his character now?
  • What evidence supports your impression?
  • With your group, arrange the supporting textual evidence into an effective argument in response to the claim.
  • Anticipate what you expect the other group to say and briefly prepare a rebuttal, again based on evidence.
  • Designate a spokesperson or two to present your group’s argument to the rest of the class.

When it is your turn, present your argument to the whole class.

Book II, Chapters 14 and 15