Activity Pack. Literature Made Fun! The Picture of Dorian Gray by Oscar Wilde

Transcription

1 Pack Literature Made Fun! by Oscar Wilde

2 Pack Literature Made Fun! by Oscar Wilde Copyright 2009 by Prestwick House, Inc., P.O. Box 658, Clayton, DE Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Item No

3 Table of Contents Pre-Reading Researching the Aesthetic Movement...6 Critical Thinking...8 During Reading Chapter Titles...10 Chapter I Analysis and Paragraph Writing...12 Chapter II Self-Portrait...14 Chapters I II Studying Imagery...18 Chapter III Dramatization...22 Chapter IV Character I Am Poem...26 Chapter V Writing a Journal Entry...28 Posters...30 Chapter VI Pros and Cons...32 Chapter VII Plot Analysis...36 Chapter VIII Newspaper Article...38 Chapter IX From Prose to Poetry Summary...42 Chapter X Television Episode...44 Copyright 2009, Prestwick House, Inc. 2

4 Chapters I X Who Said That?...46 Chapter XI Characterization...48 Chapters X XI Comic Strip...52 Chapter XII Advice Columnist...54 Chapter XIII Found Poem...56 Chapter XIV Writing an Obituary...58 Chapters I XIV Word Association Web...60 Chapters XV XVI Identifying Literary Devices...64 Chapter XVI Twitter Summary...68 Chapter XVII By Any Other Name...70 Bad Omens...74 Chapters I XVII Crossword Challenge...78 Chapter XVIII Ten Questions Game...80 Chapter XIX Allusions...82 Chapter XX Alternate Ending...86 Evaluation Chart...88 Character Interview Copyright 2009, Prestwick House, Inc.

5 Wrap-Up Top Ten List...94 Film Comparison...96 Book Cover...98 Writing a Prequel Collage Social Networking Appendices Terms and Definitions Dramatization of Scenes in the Novel Directions for Interviews Newspaper Writing Poems Small Group Learning Procedures for Small Group Work Small Group Evaluation Sheet Student Roles in Group Discussions All references come from the Prestwick House Literary Touchstone Classics edition of The Picture of Dorian Gray, copyright Copyright 2009, Prestwick House, Inc. 4

6 5 Copyright 2009, Prestwick House, Inc.

7 Teacher s Page Pre-Reading Researching the Aesthetic Movement Objective: Learning about the Aesthetic movement Good literature has the ability to endure the test of time and appeal to audiences many years after its initial publication; however, sometimes fiction, plays, and poems lose some of their significance when taken out of their historical and literary context. was first published in 1890, at the end of the Victorian Era and at the height of the Aesthetic movement. Art and literature that were part of this movement emphasized certain ideas that are not as prevalent today as they were in the past. What is Aestheticism, and what did the Aesthetes value? In small groups, use the Internet or library resources to research the Aesthetic movement. Then, make a list of some of the key features of this movement. Note to the Teacher: Students may find the following information: The Aesthetic movement (also known as the Decadent movement) was a reaction to the strict moral and social codes of the Victorian period. Aesthetes argued that the value of art should be measured by its beauty and the pleasure that can be derived from viewing it. Aesthetes also believed that there is no such thing as moral or immoral art. Art was a form of escapism and a means of obtaining unlimited pleasure. Artists during the Aesthetic movement tended to create scenes that were sensual or had to do with the natural world. Art was created for art s sake. To extend this activity, you could have your students keep their list of characteristics; then, record examples of Aestheticism that are found in while they read the novel. Copyright 2009, Prestwick House, Inc. T - 6

8 Student s Page Name: Date: Pre-Reading Researching the Aesthetic Movement Objective: Learning about the Aesthetic movement Good literature has the ability to endure the test of time and appeal to audiences many years after its initial publication; however, sometimes fiction, plays, and poems lose some of their significance when taken out of their historical and literary context. was first published in 1890, at the end of the Victorian Era and at the height of the Aesthetic movement. Art and literature that were part of this movement emphasized certain ideas that are not as prevalent today as they were in the past. What is Aestheticism, and what did the Aesthetes value? In small groups, use the Internet or library resources to research the Aesthetic movement. Then, make a list of some of the key features of this movement. S - 7 Reproducible Student Worksheet

9 Teacher s Page Pre-Reading Critical Thinking Objective: Thinking critically about the novel, based on the cover While the old adage says, Never judge a book by its cover, publishing companies use the cover of a book to make it appear interesting to potential readers, often highlighting a key character, event, or theme. Furthermore, the synopsis on the back of the book reveals some of the plot, in order to entice a person into buying the book and reading it. Study the cover material for, including the illustrations, synopsis, and any additional text. Then, answer the following questions: What do you think might be the significance of the title? What does the illustration suggest about the novel? What does the synopsis tell you about the plot? What kind of a person do you think Dorian Gray is? What are some characteristics that, based upon the cover, you can attribute to him? What themes or motifs do you think you will find in the book? When you have finished, record five questions that you may have about the story, based on the book s cover. Example: Why is Dorian Gray s picture so important? Note to the Teacher: It may benefit students to complete this activity in small groups and share their ideas during a class discussion. Copyright 2009, Prestwick House, Inc. T - 8

10 Student s Page Name: Date: Pre-Reading Critical Thinking Objective: Thinking critically about the novel, based on the cover While the old adage says, Never judge a book by its cover, publishing companies use the cover of a book to make it appear interesting to potential readers, often highlighting a key character, event, or theme. Furthermore, the synopsis on the back of the book reveals some of the plot, in order to entice a person into buying the book and reading it. Study the cover material for, including the illustrations, synopsis, and any additional text. Then, answer the following questions: What do you think might be the significance of the title? What does the illustration suggest about the novel? What does the synopsis tell you about the plot? What kind of a person do you think Dorian Gray is? What are some characteristics that, based upon the cover, you can attribute to him? What themes or motifs do you think you will find in the book? When you have finished, record five questions that you may have about the story, based on the book s cover. Example: Why is Dorian Gray s picture so important? S - 9 Reproducible Student Worksheet

11 Teacher s Page During Reading Chapter Titles Objective: Identifying main ideas and themes Some authors use titles to give an overview of chapters contents or to highlight a significant incident or theme. Sometimes, the title is taken directly from the dialogue or a descriptive paragraph in the story., however, has numbered chapters instead of titled ones. As you read the story, assign each chapter a title to help you remember what you ve read. In addition, write a brief summary of that section and an explanation of why you chose that title. Copyright 2009, Prestwick House, Inc. T - 10

12 Student s Page Name: Date: During Reading Chapter Titles Objective: Identifying main ideas and themes Some authors use titles to give an overview of chapters contents or to highlight a significant incident or theme. Sometimes, the title is taken directly from the dialogue or a descriptive paragraph in the story., however, has numbered chapters instead of titled ones. As you read the story, assign each chapter a title to help you remember what you ve read. In addition, write a brief summary of that section and an explanation of why you chose that title. S - 11 Reproducible Student Worksheet

13 Teacher s Page Chapter I Analysis and Paragraph Writing Objective: Analyzing a chapter and forming opinions The artist, Basil Hallward, and his companion, Lord Henry Wotton, spend a great deal of time arguing over whether Basil should exhibit his new painting of young man with whom Basil is fascinated. Basil seems unusually protective of the portrait, as well as its subject. Basil makes it clear that he does not wish to introduce Henry to the young man, Dorian Gray, because he feels Henry would have a negative influence on Dorian. He becomes upset when Dorian shows up and introductions are unavoidable. Think about the following questions, and write a brief paragraph to answer each. Be prepared to discuss your answers with the class. What do you think Basil means when he says, I have put too much of myself in the thing? What do you think about the friendship between Basil and Dorian? Why do you think Henry is so determined to meet Dorian? Is Basil being unreasonable in his endeavors to keep Henry and Dorian separate? Note to the Teacher: After students are finished answering the questions, guide them in a discussion of their responses. As their answers will vary, encourage them to support their theories in a relaxed debate. Copyright 2009, Prestwick House, Inc. T - 12

14 Student s Page Name: Date: Chapter I Analysis and Paragraph Writing Objective: Analyzing a chapter and forming opinions The artist, Basil Hallward, and his companion, Lord Henry Wotton, spend a great deal of time arguing over whether Basil should exhibit his new painting of young man with whom Basil is fascinated. Basil seems unusually protective of the portrait, as well as its subject. Basil makes it clear that he does not wish to introduce Henry to the young man, Dorian Gray, because he feels Henry would have a negative influence on Dorian. He becomes upset when Dorian shows up and introductions are unavoidable. Think about the following questions, and write a brief paragraph to answer each. Be prepared to discuss your answers with the class. What do you think Basil means when he says, I have put too much of myself in the thing? What do you think about the friendship between Basil and Dorian? Why do you think Henry is so determined to meet Dorian? Is Basil being unreasonable in his endeavors to keep Henry and Dorian separate? S - 13 Reproducible Student Worksheet

15 Teacher s Page Chapter II Self-Portrait Objective: Creating a written self-portrait In Chapter II, Lord Henry is introduced to Dorian Gray. It appears as though Basil s portrait has accurately depicted him, and the real Dorian Gray is as charming and beautiful as he appears on canvas. Lord Henry mentally notes: [H]e was certainly wonderfully handsome, with his finely curved scarlet lips, his frank blue eyes, his crisp gold hair. There was something in his face that made one trust him at once. All the candor of youth was there, as well as all youth s passionate purity. One felt that he had kept himself unspotted from the world. By analyzing at Dorian s appearance, Lord Henry is able to discern a great deal about Dorian s character. You are going to paint a self-portrait; however, rather than creating an accurate picture of how you really look, you are going to draw your characteristics and attributes. In the following chart, make a list of ten characteristics that you attribute to yourself. When you have finished, write how you could depict this characteristic in your self-portrait. An example has been provided for you. Note to the Teacher: If the students in your class are artistically-inclined and have an interest in creating a visual representation as opposed to a written one, you could extend this activity by having your students draw their self-portraits. You could even turn this activity into a game, having students guess whom each portrait represents. Copyright 2009, Prestwick House, Inc. T - 14

16 Student s Page Name: Date: Chapter II Self-Portrait Objective: Creating a written self-portrait In Chapter II, Lord Henry is introduced to Dorian Gray. It appears as though Basil s portrait has accurately depicted him, and the real Dorian Gray is as charming and beautiful as he appears on canvas. Lord Henry mentally notes: [H]e was certainly wonderfully handsome, with his finely curved scarlet lips, his frank blue eyes, his crisp gold hair. There was something in his face that made one trust him at once. All the candor of youth was there, as well as all youth s passionate purity. One felt that he had kept himself unspotted from the world. By analyzing at Dorian s appearance, Lord Henry is able to discern a great deal about Dorian s character. You are going to paint a self-portrait; however, rather than creating an accurate picture of how you really look, you are going to draw your characteristics and attributes. In the following chart, make a list of ten characteristics that you attribute to yourself. When you have finished, write how you could depict this characteristic in your self-portrait. An example has been provided for you. S - 15 Reproducible Student Worksheet

17 Teacher s Page SELF-PORTRAIT CHART I am a daydreamer. Characteristic/Attribute Representation I would draw myself with very large eyes and have them mirror images I have in my dreams Copyright 2009, Prestwick House, Inc. T - 16

18 Student s Page Name: Date: SELF-PORTRAIT CHART I am a daydreamer. Characteristic/Attribute Representation I would draw myself with very large eyes and have them mirror images I have in my dreams S - 17 Reproducible Student Worksheet

19 Teacher s Page Chapters I II Studying Imagery Objective: Finding examples of imagery in the chapter Artists, such as Basil Hallward, have the ability to create realistic scenes in their pictures through the use of shape, color, and texture. Writers, on the other hand, must create setting through the use of imagery words that appeal to a form of sensation (visual, auditory, olfactory, kinesthetic, or gustatory) in order to convey a deeper meaning or evoke a particular feeling. In the first chapter of the novel, the reader is brought into Basil s studio to witness the interaction between him and Lord Henry Wotton. Oscar Wilde uses vivid imagery to not only help the reader accurately visualize the setting, but also to make the reader experience a particular emotional response or to discern a hidden message being conveyed. In the following chart, find five examples of imagery in Chapters I and II two that are visual (appealing to vision), two that are auditory (appealing to hearing), and one that is olfactory (appealing to smell). Record the example in the second column, and in the third column, write what deeper meaning is presented through the image or what feeling it evokes. Note to the Teacher: If you would like to extend this activity, you could have students find imagery in a larger portion of the text, such as a wider range of chapters or the entire novel. Even though there are no sufficient examples of kinesthetic or gustatory imagery in this section, students may find these examples in other chapters. Copyright 2009, Prestwick House, Inc. T - 18

20 Student s Page Name: Date: Chapters I II Studying Imagery Objective: Finding examples of imagery in the chapter Artists, such as Basil Hallward, have the ability to create realistic scenes in their pictures through the use of shape, color, and texture. Writers, on the other hand, must create setting through the use of imagery words that appeal to a form of sensation (visual, auditory, olfactory, kinesthetic, or gustatory) in order to convey a deeper meaning or evoke a particular feeling. In the first chapter of the novel, the reader is brought into Basil s studio to witness the interaction between him and Lord Henry Wotton. Oscar Wilde uses vivid imagery to not only help the reader accurately visualize the setting, but also to make the reader experience a particular emotional response or to discern a hidden message being conveyed. In the following chart, find five examples of imagery in Chapters I and II two that are visual (appealing to vision), two that are auditory (appealing to hearing), and one that is olfactory (appealing to smell). Record the example in the second column, and in the third column, write what deeper meaning is presented through the image or what feeling it evokes. S - 19 Reproducible Student Worksheet

21 Teacher s Page IMAGERY CHART Type of Imagery Passage from the Text Meaning/Feeling Evoked Visual (Appealing to vision) Visual (Appealing to vision) Lord Henry Wotton could just catch the gleam of the honey-sweet and honeycolored blossoms of a laburnum, whose tremulous branches seemed hardly able to bear the burden of a beauty so flame-like as theirs. the fantastic shadows of birds in flight flitted across the long tussore-silk curtains that were stretched in front of the huge window, producing a kind of momentary Japanese effect, and making him think of those pallid jade-faced painters of Tokio who seek to convey the sense of swiftness and motion. I at once pictured to myself a creature with spectacles and lank hair, horribly freckled, and tramping about on huge feet. Initially, the image of honey-colored blossoms, visualized as a deep, yellow-orange color, would evoke feelings of warmth and contentment. However, the flamelike burden and the image of fire suggest passion and romance, which may allude to Basil s complex relationship with Dorian. The tussore-silk curtains and the reference to Japanese art help establish the setting an artist s studio and also help characterize Basil as someone with fine tastes in décor. This quote presents an image that exemplifies what sort of person Lord Henry finds unattractive. Additionally, it makes Dorian Gray seem more attractive by being contrasted to someone ugly and oafish. Auditory (Appealing to hearing) The sullen murmur of the bees shouldering their way through the long unmown grass seemed to make the stillness more oppressive. Not only does the sound of the bees emphasize the peace and tranquility of the artist s studio, but it also suggests that Lord Henry Wotton finds the calm dull and boring; he prefers the dim roar of London. I remember her bringing me up to a gentleman and hissing into my ear, in a tragic whisper which must have been perfectly audible to everyone in the room, the most astounding details. The description of Lady Brandon s whisper as hissing and tragic helps reinforce the idea that she is a detestable woman who spreads horrible gossip about her guests. Olfactory (Appealing to sense of smell) The studio was filled with the rich odor of roses, and when the light summer wind stirred amid the trees of the garden, there came through the open door the heavy scent of lilac, or the more delicate perfume of the pink-flowering thorn. The scent of flowers, as opposed to an odorous smell or no smell at all, evokes feelings of happiness, tranquility, and peace. Copyright 2009, Prestwick House, Inc. T - 20

22 Student s Page Name: Date: IMAGERY CHART Type of Imagery Passage from the Text Meaning/Feeling Evoked Visual (Appealing to vision) Visual (Appealing to vision) Lord Henry Wotton could just catch the gleam of the honey-sweet and honeycolored blossoms of a laburnum, whose tremulous branches seemed hardly able to bear the burden of a beauty so flame-like as theirs. Initially, the image of honey-colored blossoms, visualized as a deep, yellow-orange color, would evoke feelings of warmth and contentment. However, the flamelike burden and the image of fire suggest passion and romance, which may allude to Basil s complex relationship with Dorian. Auditory (Appealing to hearing) Olfactory (Appealing to sense of smell) S - 21 Reproducible Student Worksheet

23 Teacher s Page Chapter III Dramatization Objective: Converting prose into a play Although Oscar Wilde is well known for his plays, such as The Importance of Being Earnest and An Ideal Husband, is written in the form of a novel. While novels are written in prose, plays use dialogue and stage directions to tell a story. Wilde included a great deal of dialogue in the text of The Picture of Dorian Gray. He uses conversation between the characters as a vehicle for conveying information about the plot. Rewrite a passage from Chapter III as if it were a scene in one of Wilde s plays; however, write it for a 21 st century audience. Retain Oscar Wilde s witty and sarcastic sense of humor, but transcribe the original dialogue into words and phrases that would appeal to a modern audience. You must also add dialogue of your own to take the place of narrative in the passage. Additionally, you may change the setting and minor actions of the characters to make them seem more contemporary. Finally, be sure to include stage directions, indicating things such as when the characters enter the stage and what they are physically doing. The following is an example of how a dramatization of a passage from Chapter II could begin: [As the scene begins, DORIAN is standing in front of BASIL s stereo, looking at all of his friend s cds in a leather case. LORD HENRY and BASIL enter.] DORIAN: [his back toward BASIL] Basil, you have to lend me these. I want to listen to them all. BASIL: Alright, just as long you sit still enough to let me finish the portrait today. DORIAN: Basil, I am so tired of sitting. We ve been doing this for weeks, and by the time you re finished the stupid painting, I m going to be old and near death. I didn t want a life-size portrait of myself in the first place. [He swings around in his stool to face BASIL and LORD HENRY. He seems shocked and embarrassed to encounter someone new.] I m sorry Basil. I didn t know you had anyone with you. BASIL: This is Henry Wotton, an old friend from college. I was just telling him about you and how patient you are. Thanks for making me look like a liar! LORD HENRY: [extending his hand to shake DORIAN S] Please excuse our friend, Mr. Gray. He is the most controlling man alive. If you don t do what he wants, he gets all upset and locks himself in his room with his paint. Anyway, my aunt has told me so much about you When you write your play, feel free to highlight certain portions of the text and downplay others. You may also introduce new minor characters if they are necessary. Note to the Teacher: This is a fun activity that could help reluctant readers enjoy the text and relate to it. Once students get past the old-fashioned language, they will find that contains many themes and ideas that are relevant to people in the present day. You could also use this activity for other chapters in the book that students might find confusing. Copyright 2009, Prestwick House, Inc. T - 22

24 Student s Page Name: Date: Chapter III Dramatization Objective: Converting prose into a play Although Oscar Wilde is well known for his plays, such as The Importance of Being Earnest and An Ideal Husband, is written in the form of a novel. While novels are written in prose, plays use dialogue and stage directions to tell a story. Wilde included a great deal of dialogue in the text of The Picture of Dorian Gray. He uses conversation between the characters as a vehicle for conveying information about the plot. Rewrite a passage from Chapter III as if it were a scene in one of Wilde s plays; however, write it for a 21 st century audience. Retain Oscar Wilde s witty and sarcastic sense of humor, but transcribe the original dialogue into words and phrases that would appeal to a modern audience. You must also add dialogue of your own to take the place of narrative in the passage. Additionally, you may change the setting and minor actions of the characters to make them seem more contemporary. Finally, be sure to include stage directions, indicating things such as when the characters enter the stage and what they are physically doing. The following is an example of how a dramatization of a passage from Chapter II could begin: [As the scene begins, DORIAN is standing in front of BASIL s stereo, looking at all of his friend s cds in a leather case. LORD HENRY and BASIL enter.] DORIAN: [his back toward BASIL] Basil, you have to lend me these. I want to listen to them all. BASIL: Alright, just as long you sit still enough to let me finish the portrait today. DORIAN: Basil, I am so tired of sitting. We ve been doing this for weeks, and by the time you re finished the stupid painting, I m going to be old and near death. I didn t want a life-size portrait of myself in the first place. [He swings around in his stool to face BASIL and LORD HENRY. He seems shocked and embarrassed to encounter someone new.] I m sorry Basil. I didn t know you had anyone with you. BASIL: This is Henry Wotton, an old friend from college. I was just telling him about you and how patient you are. Thanks for making me look like a liar! LORD HENRY: [extending his hand to shake DORIAN S] Please excuse our friend, Mr. Gray. He is the most controlling man alive. If you don t do what he wants, he gets all upset and locks himself in his room with his paint. Anyway, my aunt has told me so much about you When you write your play, feel free to highlight certain portions of the text and downplay others. You may also introduce new minor characters if they are necessary. S - 23 Reproducible Student Worksheet

25 Teacher s Page Chapter IV Character Objectives: Understanding character relationships Writing an During Oscar Wilde s time, when one person wanted to communicate with another, he or she wrote a letter to either be sent by mail or delivered by a servant. Today, sending a message to another person is much easier. With modern conveniences like , instant messenger, Facebook, and other Internet programs, a message can be sent and received in a matter of seconds. Pretend that you are either Lord Henry or Dorian Gray, and write an to one of the other characters regarding Dorian s love and admiration for Sibyl Vane. Make sure you reference plot points from the chapter and stay in character throughout the entire . Note to the Teacher: The following is an example: Dear Aunt Agatha, I apologize for missing your dinner party yesterday evening. I was otherwise engaged, and frankly, I know you did not really want me present. There is nothing more tedious to me than listening to a bunch of old women discuss politics, and I, unfortunately, lack the saintly self-control that you possess. However, I am not writing just to apologize. I have some exciting news about your young, beautiful pet, Dorian Gray. As he related to me this afternoon, he has fallen in love with, of all people, an actress! It seems our friend was moping about town and ended up getting coaxed into some terrible little theater for a performance of Romeo and Juliet. Beyond all rationality and comprehension, the despicable place had a radiant starlet in its company. When that beautiful siren went onstage, she captivated the poor boy s heart. Well, three nights later, Dorian went back stage and became acquainted with the girl, whom he describes as shy and gentle. He knows nothing about her past, and if my suspicions are correct, it is probably worse than that of many people with whom you acquaint yourself. Yours, Henry That is all. Make sure not to spread the news around your circle of biddies. Copyright 2009, Prestwick House, Inc. T - 24

26 Student s Page Name: Date: Chapter IV Character Objectives: Understanding character relationships Writing an During Oscar Wilde s time, when one person wanted to communicate with another, he or she wrote a letter to either be sent by mail or delivered by a servant. Today, sending a message to another person is much easier. With modern conveniences like , instant messenger, Facebook, and other Internet programs, a message can be sent and received in a matter of seconds. Pretend that you are either Lord Henry or Dorian Gray, and write an to one of the other characters regarding Dorian s love and admiration for Sibyl Vane. Make sure you reference plot points from the chapter and stay in character throughout the entire . S - 25 Reproducible Student Worksheet

27 Teacher s Page Chapter IV I Am Poem Objectives: Understanding character motivation Synthesizing character traits Write an I am poem for either Dorian Gray or Lord Henry. Draw your information from the character s words and actions. You may choose to use direct quotations where appropriate. Line 1: Line 2: Line 3: Line 4: Line 5: Lines 6-7: Lines 8-10: Line 11: Begin with the words I am. Write three nouns about which your character has strong feelings. Write a complete sentence about two things your character likes. Begin with three nouns that describe qualities your character appreciates in other people. End the sentence with the words are important to me. Write a sentence explaining something positive your character likes about himself. Begin a sentence in line 6 in which you show something negative your character sees in himself or in others; finish the sentence in line 7 by showing that out of something bad can come good. Use the word but or however to link the two ideas. Write three short sentences explaining things about which your character has strong feelings. These can be likes or dislikes. They do not have to relate to each other or to the previous lines you have written. End the poem with the words, I am. (Fill in the name of the character you have chosen.) Example: 1. I am 2. Rain, Forests, and Sunsets. 3. I like long walks and quiet times. 4. Honesty, Humor, and Peace are important to me. 5. I find satisfaction in a job well done. 6. I can be fearsome when my ideas are challenged, 7. But I thrive on intelligent conversation. 8. I love nature and animals. 9. I can be counted on to help. 10. I have strong feelings when a life is threatened. 11. I am. Note to the Teacher: This can be an individual assignment or a fun group project. In a group, each person can contribute two or three lines to the poem. Have the groups share their poems out loud. Copyright 2009, Prestwick House, Inc. T - 26

28 Student s Page Name: Date: Chapter IV I Am Poem Objectives: Understanding character motivation Synthesizing character traits Write an I am poem for either Dorian Gray or Lord Henry. Draw your information from the character s words and actions. You may choose to use direct quotations where appropriate. Line 1: Line 2: Line 3: Line 4: Line 5: Lines 6-7: Lines 8-10: Line 11: Begin with the words I am. Write three nouns about which your character has strong feelings. Write a complete sentence about two things your character likes. Begin with three nouns that describe qualities your character appreciates in other people. End the sentence with the words are important to me. Write a sentence explaining something positive your character likes about himself. Begin a sentence in line 6 in which you show something negative your character sees in himself or in others; finish the sentence in line 7 by showing that out of something bad can come good. Use the word but or however to link the two ideas. Write three short sentences explaining things about which your character has strong feelings. These can be likes or dislikes. They do not have to relate to each other or to the previous lines you have written. End the poem with the words, I am _. (Fill in the name of the character you have chosen.) Example: 1. I am 2. Rain, Forests, and Sunsets. 3. I like long walks and quiet times. 4. Honesty, Humor, and Peace are important to me. 5. I find satisfaction in a job well done. 6. I can be fearsome when my ideas are challenged, 7. But I thrive on intelligent conversation. 8. I love nature and animals. 9. I can be counted on to help. 10. I have strong feelings when a life is threatened. 11. I am. S - 27 Reproducible Student Worksheet

29 Teacher s Page Chapter V Writing a Journal Entry Objectives: Creating a journal for a character Summarizing events in the chapter A journal or diary has been a popular method of recording thoughts, observations, and fears about events in one s life. Chapter V covers the reactions of Sibyl Vane s family members to her relationship with Dorian. Create a journal entry for one of the characters featured in Chapter V (Sibyl, Mrs. Vane, or Jim), focusing on this subject. Imagine that you are the character, and write the entry in his or her unique voice. Comment on the major plot events in this chapter, in addition to your personal opinion about the engagement. Use formal writing without any modern slang. Note to the Teacher: The following is an example of a journal entry from Mrs. Vane s point of view: It would be a fairytale come true if this Prince Charming really were Prince Charming, saving my poor daughter from the stage and this terrible life. Still, I know too much about the world to believe that could happen. After all, he was a gentleman. We had a child out of wedlock. And even though he promised to support us, he is gone. I don t want Sibyl to have a similar fate. Things are bad right now, but they could be worse. We need Sibyl. Mr. Isaacs loaned us fifty pounds, and we must repay him through work. If Sibyl were to suddenly leave, I d hate to find out the limits of Mr. Isaac s generosity. James will be gone, and we will have no one to protect us. I hope Sibyl isn t as much of a foolish girl as I think she is. I hope she will remember her family and change her mind. To extend this activity, you could have the students write a journal entry for all three characters and write a brief paragraph about how and why the characters opinions about the engagement differ. Copyright 2009, Prestwick House, Inc. T - 28

30 Student s Page Name: Date: Chapter V Writing a Journal Entry Objectives: Creating a journal for a character Summarizing events in the chapter A journal or diary has been a popular method of recording thoughts, observations, and fears about events in one s life. Chapter V covers the reactions of Sibyl Vane s family members to her relationship with Dorian. Create a journal entry for one of the characters featured in Chapter V (Sibyl, Mrs. Vane, or Jim), focusing on this subject. Imagine that you are the character, and write the entry in his or her unique voice. Comment on the major plot events in this chapter, in addition to your personal opinion about the engagement. Use formal writing without any modern slang. S - 29 Reproducible Student Worksheet

31 Teacher s Page Chapter V Posters Objective: Making a creative poster to advertise a play Imagine that you have been put in charge of advertising for the theater in which Sibyl works. The more people that come to the shows, the more money your theater company will make. It is, therefore, very important for you to create a poster that not only notifies the public of the shows, but also makes people interested in seeing them. Choose one of the plays in which Sibyl stars (Romeo and Juliet, As You Like It, or Cymbeline) and create a poster advertising it. Your poster should include the following: the title of the play one or two illustrations a very brief summary of the plot (Do not reveal major plot events or the ending.) the date and time when the play will be performed a quote from a review by a theater critic To obtain the information required for the poster, you will have to do some research on the play you have chosen. You will also need to create fictional information for the date, time, and the review. Note to the Teacher: While this project works best as a group activity, it could also be completed individually. You may also want to encourage students to choose a play other than Romeo and Juliet, or you could assign a play to each group. To extend this activity, you could have students vote on the best poster, and write a sentence or two explaining why they think the poster they chose is the best advertisement. Copyright 2009, Prestwick House, Inc. T - 30

32 Student s Page Name: Date: Chapter V Posters Objective: Making a creative poster to advertise a play Imagine that you have been put in charge of advertising for the theater in which Sibyl works. The more people that come to the shows, the more money your theater company will make. It is, therefore, very important for you to create a poster that not only notifies the public of the shows, but also makes people interested in seeing them. Choose one of the plays in which Sibyl stars (Romeo and Juliet, As You Like It, or Cymbeline) and create a poster advertising it. Your poster should include the following: the title of the play one or two illustrations a very brief summary of the plot (Do not reveal major plot events or the ending.) the date and time when the play will be performed a quote from a review by a theater critic To obtain the information required for the poster, you will have to do some research on the play you have chosen. You will also need to create fictional information for the date, time, and the review. S - 31 Reproducible Student Worksheet

33 Teacher s Page Chapter VI Pros and Cons Objectives: Examining character relationships Determining character motivation In Chapter VI, Dorian expects his friends to congratulate him on his engagement to Sibyl Vane. He is very excited by his engagement to the beautiful, charming actress, but Basil and Lord Henry do not share his excitement. While they understand some of the reasons for Dorian s decision, they have their own reasons for being against the engagement. In the following chart, create a list of ten pros and ten cons of Dorian s engagement to Sibyl Vane. You will find a few reasons for and against it in the chapter, but you must also supply reasons of your own. Two examples have been provided for you. When you have completed the chart, decide whether you think the engagement is overall a good decision or a bad one. Note to the Teacher: Students should be creative with this assignment. Encourage them to examine the relationship between Dorian and Sibyl. How could each person benefit from the other? How could the engagement be detrimental to one or both of them? Will society be accepting of their engagement? Will the engagement harm any of their family or friends? Copyright 2009, Prestwick House, Inc. T - 32

34 Student s Page Name: Date: Chapter VI Pros and Cons Objectives: Examining character relationships Determining character motivation In Chapter VI, Dorian expects his friends to congratulate him on his engagement to Sibyl Vane. He is very excited by his engagement to the beautiful, charming actress, but Basil and Lord Henry do not share his excitement. While they understand some of the reasons for Dorian s decision, they have their own reasons for being against the engagement. In the following chart, create a list of ten pros and ten cons of Dorian s engagement to Sibyl Vane. You will find a few reasons for and against it in the chapter, but you must also supply reasons of your own. Two examples have been provided for you. When you have completed the chart, decide whether you think the engagement is overall a good decision or a bad one. S - 33 Reproducible Student Worksheet

35 Teacher s Page ENGAGEMENT PROS AND CONS CHART Pros 1. Sibyl is very beautiful and talented. Cons 1. Sibyl is of a lower social class than Dorian, and society will not approve of the marriage Copyright 2009, Prestwick House, Inc. T - 34

36 Student s Page Name: Date: ENGAGEMENT PROS AND CONS CHART Pros 1. Sibyl is very beautiful and talented. Cons 1. Sibyl is of a lower social class than Dorian, and society will not approve of the marriage S - 35 Reproducible Student Worksheet

37 Teacher s Page Chapter VII Plot Analysis Objectives: Writing a comprehensive essay in alternate formats Analyzing an important plot twist In Chapter VII, Dorian dissolves his engagement to Sibyl. His decision may be surprising, especially since he professed a great love for her to all of his friends. Dorian s decision is an important part of the story, showing not only the first big change in his character, but causing an alteration in his beautiful portrait. Using one of the following formats, write a short about why Dorian changed his mind about marrying Sibyl and how you think this will affect the rest of the story: a blog entry from Dorian s point of view an entry in Sibyl s diary or journal a letter from Oscar Wilde to his publisher about why he chose not to have Dorian marry Sibyl Note to the Teacher: Answers will vary, but students should include that Dorian was in love with the roles the actress played, not with Sibyl herself. Once she stopped acting, he lost interest in her. You may want to encourage students to explore what this action says about Dorian s character, and what they think it means for his future. Copyright 2009, Prestwick House, Inc. T - 36

38 Student s Page Name: Date: Chapter VII Plot Analysis Objectives: Writing a comprehensive essay in alternate formats Analyzing an important plot twist In Chapter VII, Dorian dissolves his engagement to Sibyl. His decision may be surprising, especially since he professed a great love for her to all of his friends. Dorian s decision is an important part of the story, showing not only the first big change in his character, but causing an alteration in his beautiful portrait. Using one of the following formats, write a short about why Dorian changed his mind about marrying Sibyl and how you think this will affect the rest of the story: a blog entry from Dorian s point of view an entry in Sibyl s diary or journal a letter from Oscar Wilde to his publisher about why he chose not to have Dorian marry Sibyl S - 37 Reproducible Student Worksheet

39 Teacher s Page Chapter VIII Newspaper Article Objectives: Making inferences Incorporating facts and ideas into a newspaper article After changing his mind about the engagement with Sibyl and having an argument with her backstage, Dorian wakes up the following morning to see that his bad behavior has caused his portrait to change. Rather than watching the portrait degenerate more, and hoping that it will return to its original state, Dorian decides to apologize to Sibyl and renew their engagement. Unfortunately, when Lord Henry arrives that morning, he brings with him terrible news Sibyl Vane is dead. Imagine that you are a reporter for a London newspaper, and you have been asked to write an article about Sibyl s death. You must inform readers about the facts of her death and what London s law enforcement agency is doing to investigate Sibyl s death. You must include the facts presented in the chapter and make inferences about other information that may be pertinent to the situation. Feel free to include interviews with characters in the novel or characters that you have created, but make sure you stay true to the story. Note to the Teacher: The following is an example: Death of Actress Raises Questions By: [Student s name here] At approximately 1:00 a.m., police arrived at the Bard s Theater on the outskirts of London to investigate a terrible crime scene. The leading lady of the theater company, seventeen-year-old Sibyl Vane, was found dead on the floor of her dressing room. Authorities have reason to believe that her death was caused by poisoning, most likely from ingesting Prussian acid or some liquid laced with white lead; however, they have not yet determined whether her death was a suicide, a murder, or an accident. The actress s death occurred sometime between the hours of 12:30 a.m. and 1:00 a.m. Miss Vane left the theater with her mother, but then went back to her dressing room to retrieve a forgotten article. When she did not return, her mother went looking for her, and found Miss Vane sprawled on the floor. When asked if she saw anyone entering or leaving Sibyl s dressing room around the time of the murder, Mrs. Vane said no and then refused to comment further. However, Mr. Isaacs, who owns the theater, agreed to talk to reporters. Nope, nobody in the theater but Mrs. Vane, Sibyl, and myself. Suicide, I think. Very unfortunate. You see, there was this chap courtin her, and they were to be married. He called off the engagement last night after the show. There was a lot of yelling and a lot of crying goin on. Sibyl was heartbroken. When asked who the gentleman was, Mr. Isaacs was unable to answer, saying that everyone around the theater called him, Prince Charming. The identity of this Prince Charming is still a mystery. Investigators will be making an inquest, and anyone with information regarding Sibyl Vane s death or Prince Charming are asked to come forward. Copyright 2009, Prestwick House, Inc. T - 38

40 Student s Page Name: Date: Chapter VIII Newspaper Article Objectives: Making inferences Incorporating facts and ideas into a newspaper article After changing his mind about the engagement with Sibyl and having an argument with her backstage, Dorian wakes up the following morning to see that his bad behavior has caused his portrait to change. Rather than watching the portrait degenerate more, and hoping that it will return to its original state, Dorian decides to apologize to Sibyl and renew their engagement. Unfortunately, when Lord Henry arrives that morning, he brings with him terrible news Sibyl Vane is dead. Imagine that you are a reporter for a London newspaper, and you have been asked to write an article about Sibyl s death. You must inform readers about the facts of her death and what London s law enforcement agency is doing to investigate Sibyl s death. You must include the facts presented in the chapter and make inferences about other information that may be pertinent to the situation. Feel free to include interviews with characters in the novel or characters that you have created, but make sure you stay true to the story. Death of Actress Raises Questions By: [Student s name here] At approximately 1:00 a.m., police arrived at the Bard s Theater on the outskirts of London to investigate a terrible crime scene. The leading lady of the theater company, seventeen-year-old Sibyl Vane, was found dead on the floor of her dressing room. Authorities have reason to believe that her death was caused by poisoning, most likely from ingesting Prussian acid or some liquid laced with white lead; however, they have not yet determined whether her death was a suicide, a murder, or an accident. The actress s death occurred sometime between the hours of 12:30 a.m. and 1:00 a.m. Miss Vane left the theater with her mother, but then went back to her dressing room to retrieve a forgotten article. When she did not return, her mother went looking for her, and found Miss Vane sprawled on the floor. When asked if she saw anyone entering or leaving Sibyl s dressing room around the time of the murder, Mrs. Vane said no and then refused to comment further. However, Mr. Isaacs, who owns the theater, agreed to talk to reporters. Nope, nobody in the theater but Mrs. Vane, Sibyl, and myself. Suicide, I think. Very unfortunate. You see, there was this chap courtin her, and they were to be married. He called off the engagement last night after the show. There was a lot of yelling and a lot of crying goin on. Sibyl was heartbroken. When asked who the gentleman was, Mr. Isaacs was unable to answer, saying that everyone around the theater called him, Prince Charming. The identity of this Prince Charming is still a mystery. Investigators will be making an inquest, and anyone with information regarding Sibyl Vane s death or Prince Charming are asked to come forward. S - 39 Reproducible Student Worksheet

41 Teacher s Page Chapter IX From Prose to Poetry Objectives: Interpreting details from the text Rewriting prose as poetry Novels are written in prose, and poems are written in verse. Some people have a preference for one or the other, while others like both forms. Rewrite a passage from Chapter IX into a poem of ten to fifteen lines. Be creative in the details you choose to highlight in your poem, and try to bring out the most important events, feelings, and images. 1. After choosing a passage, extract the details you think will best convey the meaning of it. 2. Incorporate those details into your poem in a creative way. You may compose the poem in any form, and it does not need to rhyme. For example: The line, But I was afraid of intruding on a sorrow I could not lighten might be changed to: The sadness The pain of my imagination I cannot say for certain How it must consume you, I am on the outside a drop Within the ocean of perceived sorrow. 3. Then, write responses to the following questions: Which version did you like better? Did writing the passage in verse change the tone of it? What details did you leave out, and did their exclusion affect the meaning? Did you gain a deeper understanding of the passage by rewriting it in verse? Note to the Teacher: To extend this activity, you could ask students to volunteer to read their poems aloud and discuss them with the class. Copyright 2009, Prestwick House, Inc. T - 40

42 Student s Page Name: Date: Chapter IX From Prose to Poetry Objectives: Interpreting details from the text Rewriting prose as poetry Novels are written in prose, and poems are written in verse. Some people have a preference for one or the other, while others like both forms. Rewrite a passage from Chapter IX into a poem of ten to fifteen lines. Be creative in the details you choose to highlight in your poem, and try to bring out the most important events, feelings, and images. 1. After choosing a passage, extract the details you think will best convey the meaning of it. 2. Incorporate those details into your poem in a creative way. You may compose the poem in any form, and it does not need to rhyme. For example: The line, But I was afraid of intruding on a sorrow I could not lighten might be changed to: The sadness The pain of my imagination I cannot say for certain How it must consume you, I am on the outside a drop Within the ocean of perceived sorrow. 3. Then, write responses to the following questions: Which version did you like better? Did writing the passage in verse change the tone of it? What details did you leave out, and did their exclusion affect the meaning? Did you gain a deeper understanding of the passage by rewriting it in verse? S - 41 Reproducible Student Worksheet