Activity Pack. Literature Made Fun! The Importance of Being Earnest by Oscar Wilde

Pack Literature Made Fun! The Importance of Being Earnest by Oscar Wilde

Pack Literature Made Fun! The Importance of Being Earnest by Oscar Wilde Copyright 2004 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593 www.prestwickhouse.com 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 978-1-60389-247-6 Item No. 201191

1 Copyright 2006, Prestwick House, Inc.

Table of Contents Pre-Reading Critical Reading... 4 Authorial Motivation I... 6 Genre... 8 Authorial Motivation II... 10 Act I Style I... 12 Style II... 16 Characterization I... 18 Critical Reading... 20 Structure... 22 Point of View... 24 Characterization II... 26 Theme... 30 Act II Theme I... 32 Figurative Language... 34 Tone... 36 Motifs... 38 Theme II... 40 Characterization I... 42 Characterization II... 44 Characterization III... 46 Act III Theme... 48 Foreshadowing... 50 Critical Reading I... 52 Inferences... 54 Critical Reading II... 56 Characterization... 58 Theme and Characterization... 60 Plot... 62 Wrap-Up Plot... 64 Theme I... 66 Critical Reading I... 68 Critical Reading II... 70 Authorial Motivation I... 72 Critical Reading III... 74 Authorial Motivation II... 76 Setting... 78 Theme II... 80 Copyright 2004, Prestwick House, Inc. 2

Appendices Terms and Definitions... 82 Dramatization of Scenes in the Novel... 86 Directions for Interviews... 87 Newspaper... 88 Outline... 90 Small Group Learning... 91 Procedures for Small Group Work... 93 Small Group Evaluation Sheet... 94 Student Roles in Group Discussions... 95 All references come from the Dover Thrift Edition of, published 1990. 3 Copyright 2004, Prestwick House, Inc.

Teacher s Page Pre-Reading Critical Reading Applying literary ideas to life Queen Victoria ruled England for most of the nineteenth century, which became know as the Victorian Era. Oscar Wilde opened at the St. James Theatre in London on February 14, 1895. Thus, the play both mocks and celebrates Victorian traditions and attitudes. One such tradition is the afternoon tea. Algernon explains, I believe it is customary in good society to take some light refreshment at five o clock. (Pg. 2) As a class, hold a Victorian tea party. In groups, research the Victorian tea. Each group should research one aspect of the tea party and provide it for the tea. For example, one may locate a recipe for teacakes, and make enough for the class. Another group may research a type of brewed tea (such as Earl Grey), and bring in the required accoutrements. Note to the Teacher: You may wish to divide the class into hosts and invitees. The hosts will be responsible for providing everything necessary for the tea. The invitees will be responsible for researching Victorian topics of conversation, such as literature, politics, and religion. Each group may assume roles from Victorian history. For example, Oscar Wilde was a popular guest. Copyright 2004, Prestwick House, Inc. T - 4

Student s Page Name: Date: Pre-Reading Critical Reading Applying literary ideas to life Queen Victoria ruled England for most of the nineteenth century, which became know as the Victorian Era. Oscar Wilde opened at the St. James Theatre in London on February 14, 1895. Thus, the play both mocks and celebrates Victorian traditions and attitudes. One such tradition is the afternoon tea. Algernon explains, I believe it is customary in good society to take some light refreshment at five o clock. (Pg. 2) As a class, hold a Victorian tea party. In groups, research the Victorian tea. Each group should research one aspect of the tea party and provide it for the tea. For example, one may locate a recipe for teacakes, and make enough for the class. Another group may research a type of brewed tea (such as Earl Grey), and bring in the required accoutrements. S - 5 Reproducible Student Worksheet

Teacher s Page Pre-Reading Authorial Motivation I Identifying the ways in which an author s life influences a literary text Using the Internet and appropriate reference material, research and write a brief biography of Oscar Wilde. Include the following information: year and place of birth family background educational background writing credits influences year, place, and cause of death Sample Biography: Oscar Wilde was born Oscar Fingal O Flahertie Wills Wilde in Dublin, Ireland, on October 16, 1854. His mother, Lady Jane Wilde, was a writer and strong supporter of Irish independence. Sir William, his father, was a renowned surgeon. Wilde attended Trinity College in Dublin until 1874. There he enjoyed the fruits of his hard work and intelligence, receiving many honors. Upon graduation, he entered Magdalen College at the University of Oxford in England. He studied under Walter Pater, a proponent of aestheticism. Wilde caused quite a stir with his flamboyant dress and rapier-quick wit. He graduated from Oxford in 1878 and moved to London. In 1881, he collected the poems he previously published in various magazines into a volume titled Poems. By that time, he had acquired enough fame for Gilbert and Sullivan to satirize him in the comic opera Patience. In an effort to help pay his family s debts after his father s death, he embarked on a lecture tour of America. During this time, he produced his first play in New York, Vera. It did not meet with success. In 1884, Wilde married wealthy Constance Lloyd and returned to London. He edited Woman s World magazine for two years, while he published his children s fairy tales. In 1891, he published his only novel, The Picture of Dorian Gray. His next five plays all met with varying degrees of success, with The Importance of Being Earnest (1895) considered his best work. During these years, Wilde carried on a relationship with another poet, Lord Alfred Douglas. Douglas father, the Marquess of Queensberry, accused Wilde of being homosexual, and Wilde retaliated by suing him for libel. Queensberry provided Wilde s letters to Douglas as evidence, however, and Wilde eventually served two years in prison with hard labor. Wilde wrote De Profundis (posthumously published in 1905) while in prison. Upon his release, Wilde moved to France where he lived under a pseudonym. He published The Ballad of Reading Gaol (1898) and two letters detailing the insufferable conditions in prison. Wilde died of meningitis in Paris in 1900. Copyright 2004, Prestwick House, Inc. T - 6

Student s Page Name: Date: Pre-Reading Authorial Motivation I Identifying the ways in which an author s life influences a literary text Using the Internet and appropriate reference material, research and write a brief biography of Oscar Wilde. Include the following information: year and place of birth family background educational background writing credits influences year, place, and cause of death S - 7 Reproducible Student Worksheet

Teacher s Page Pre-Reading Genre Identifying the genre of a literary work is a play in book form. However, the term play merely refers to the type of literary work; it does not describe its genre. The play is a comedy originally subtitled A Trivial Comedy for Serious People. Examine the following genres. Write a broadly inclusive definition for each one. Identify the ways in which they overlap and the ways in which they differ. Revisit your notes after you have read the play. Comedy Farce Melodrama Parody Social satire Copyright 2004, Prestwick House, Inc. T - 8

Student s Page Name: Date: Pre-Reading Genre Identifying the genre of a literary work is a play in book form. However, the term play merely refers to the type of literary work; it does not describe its genre. The play is a comedy originally subtitled A Trivial Comedy for Serious People. Examine the following genres. Write a broadly inclusive definition for each one. Identify the ways in which they overlap and the ways in which they differ. Revisit your notes after you have read the play. Comedy Farce Melodrama Parody Social satire S - 9 Reproducible Student Worksheet

Teacher s Page Pre-Reading Authorial Motivation II Recognizing how an author s philosophy influences a literary text Oscar Wilde subscribed to aestheticism, a brand of philosophy concerned with the perception of beauty. He believed, as Walter Pater taught him at Oxford, that art should not serve a social purpose. Hence, Wilde adopted the credo art for art s sake, a phrase that originated with French philosopher Victor Cousin in 1818. To symbolize his beliefs, Wilde often wore a sunflower, complete with stalk, in his buttonhole. Using the Internet and appropriate reference material, research aestheticism. Create your own definition as it applies to your life. Bring in an object to symbolize your definition. Share your definition and its symbol with the class in a five-minute oral presentation. Note to the Teacher: Ask students to keep their research on aestheticism for a follow-up activity after reading. Copyright 2004, Prestwick House, Inc. T - 10

Student s Page Name: Date: Pre-Reading Authorial Motivation II Recognizing how an author s philosophy influences a literary text Oscar Wilde subscribed to aestheticism, a brand of philosophy concerned with the perception of beauty. He believed, as Walter Pater taught him at Oxford, that art should not serve a social purpose. Hence, Wilde adopted the credo art for art s sake, a phrase that originated with French philosopher Victor Cousin in 1818. To symbolize his beliefs, Wilde often wore a sunflower, complete with stalk, in his buttonhole. Using the Internet and appropriate reference material, research aestheticism. Create your own definition as it applies to your life. Bring in an object to symbolize your definition. Share your definition and its symbol with the class in a five-minute oral presentation. S - 11 Reproducible Student Worksheet

Teacher s Page Act I Style I Identifying elements of an author s style Identify the speaker of each epigram. 1. When one is in town one amuses oneself. When one is in the country one amuses other people. (Pg. 2) Jack 2. The very essence of romance is uncertainty. (Pg. 3) Algernon 3. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. (Pg 13) Lady Bracknell 4. More than half of modern culture depends on what one shouldn t read. (Pg. 4) Algernon 5. Health is the primary duty of life. (Pg. 9) Lady Bracknell 6. No married man is ever attractive, except to his wife. (Pg. 26) Miss Prism 7. To lose one parent, Mr. Worthing, may be regarded as misfortune; to lose both looks like carelessness. (Pg. 14) Lady Bracknell 8. Relations are simply a tedious pack of people, who haven t got the remotest knowledge of how to live, nor the smallest instinct about when to die. (Pg. 15) Algernon Copyright 2004, Prestwick House, Inc. T - 12

Student s Page Name: Date: Act I Style I Identifying elements of an author s style Identify the speaker of each epigram. 1. When one is in town one amuses oneself. When one is in the country one amuses other people. (Pg. 2) 2. The very essence of romance is uncertainty. (Pg. 3) 3. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. (Pg 13) 4. More than half of modern culture depends on what one shouldn t read. (Pg. 4) 5. Health is the primary duty of life. (Pg. 9) 6. No married man is ever attractive, except to his wife. (Pg. 26) 7. To lose one parent, Mr. Worthing, may be regarded as misfortune; to lose both looks like carelessness. (Pg. 14) 8. Relations are simply a tedious pack of people, who haven t got the remotest knowledge of how to live, nor the smallest instinct about when to die. (Pg. 15) S - 13 Reproducible Student Worksheet

Teacher s Page 9. The only way to behave to a lady is to make love to her, if she is pretty, and to some one else if she is plain. (Pg. 16) Algernon 10. The truth is rarely pure and never simple. (Pg. 6) Algernon Create an epigram of your own, using one or more of the following words: alone, feeling, pleasant, forgive, heart, death, or mind. Sample Answer: One can only be sure everyone in the room likes one when one is alone, and not even then. A pleasant heart means a quiet mind. Copyright 2004, Prestwick House, Inc. T - 14

Student s Page Name: Date: 9. The only way to behave to a lady is to make love to her, if she is pretty, and to some one else if she is plain. (Pg. 16) 10. The truth is rarely pure and never simple. (Pg. 6) Create an epigram of your own, using one or more of the following words: alone, feeling, pleasant, forgive, heart, death, or mind. S - 15 Reproducible Student Worksheet

Teacher s Page Act I Style II Recognizing elements of an author s style Algernon invents a euphemism for leading a double life, Bunburying. He says to his friend, who is Earnest in town and Jack in the country, What you really are is a Bunburyist. (Pg. 6) Algernon explains that he invented a story about a sick friend, Mr. Bunbury, so he could retreat to a life of hedonistic pleasure at a moment s notice. Thus, he coined the term Bunburying. Create a euphemism for something in your life that you would rather refer to in a more discreet manner. Be sure to give an explanation of your euphemism and why you would use it. Copyright 2004, Prestwick House, Inc. T - 16

Student s Page Name: Date: Act I Style II Recognizing elements of an author s style Algernon invents a euphemism for leading a double life, Bunburying. He says to his friend, who is Earnest in town and Jack in the country, What you really are is a Bunburyist. (Pg. 6) Algernon explains that he invented a story about a sick friend, Mr. Bunbury, so he could retreat to a life of hedonistic pleasure at a moment s notice. Thus, he coined the term Bunburying. Create a euphemism for something in your life that you would rather refer to in a more discreet manner. Be sure to give an explanation of your euphemism and why you would use it. S - 17 Reproducible Student Worksheet

Teacher s Page Act I Characterization I Understanding character motivation Assume the role of Jack Worthing. Imagine Thomas Cardew still lives, and you wish to write him a letter of appreciation for adopting you. Use as much information from the play as you can. Sample Letter: Dear Mr. Cardew, I shall be forever grateful that you saw fit to adopt me twenty-nine years ago. Your first-class ticket to Worthing provided me with an identity, which I cherish. Who could imagine that a charitable gentleman on his way to a seaside resort would rescue a baby in a black handbag? I could have died waiting in that bag in the cloakroom at Victoria Station. As it is, I lead the prosperous and happy life of a Liberal Unionist. Thanks to you, I own a Manor House, which the poachers continue to enjoy. I lease my town house at 149 Belgrave Square to kindly old Lady Bloxham. Why, Lady Bracknell was asking me about it just the other day. You see, I have asked for her daughter Gwendolen s hand in marriage. We shall secure the engagement soon; I will advise you as to the date of the wedding. I must do some research first. For Lady Bracknell s only misgiving is that I do not know who my parents are. No matter. I know who my savior is, Mr. Cardew; and again, I shall remain forever grateful. Yours in spirit, Jack Copyright 2004, Prestwick House, Inc. T - 18

Student s Page Name: Date: Act I Characterization I Understanding character motivation Assume the role of Jack Worthing. Imagine Thomas Cardew still lives, and you wish to write him a letter of appreciation for adopting you. Use as much information from the play as you can. S - 19 Reproducible Student Worksheet

Teacher s Page Act I Critical Reading Supporting critical reading of a literary text I am a Liberal Unionist. (Pg. 13) Oh, they count as Tories. (Pg. 13) Research the political climate of England in the late nineteen hundreds. Sample Answer: In England, the Tories were an association of landowners, the established gentry. The Whigs were an alliance of the wealthy industrial classes. These two cliques have been fighting for power since the 1600s. The Tories had the power until about 1830, and they became the Conservative Party. The Liberal Party evolved from the Whigs. Copyright 2004, Prestwick House, Inc. T - 20

Student s Page Name: Date: Act I Critical Reading Supporting critical reading of a literary text I am a Liberal Unionist. (Pg. 13) Oh, they count as Tories. (Pg. 13) Research the political climate of England in the late nineteen hundreds. S - 21 Reproducible Student Worksheet

Teacher s Page Act I Structure Understanding how an author uses structure to organize ideas in a literary text Use the four Cs to help you remember the four forms of structure: Critical order of importance Chronological order Comparison and contrast Cause and effect Or, use this acrostic to help you remember the four forms of structure: First things first chronological order, timeline of events Order of importance pyramid style, most important events first Unlike and alike comparison and contrast, compare point by point or in blocks Result after action cause and effect proves to be a chain reaction of events or a comedy of errors, where one mistake triggers another, and so on. For each person or event from the play that triggers an effect (cause), name the resulting change (effect). 1. Jack Worthing, Justice of the Peace in the country, lives as Earnest in town. Effect: He steals away to engage in hedonistic pleasure, while his family believes he is beyond reproach. 2. Algernon confronts Earnest with his cigarette case engraved to Jack. Effect: Jack must confess his double life to Algernon. 3. Jack asks Gwendolen to marry him, and she accepts. Effect: Lady Bracknell, Gwendolen s mother, must assess his worthiness. This causes Jack to reveal his adoption, causing Lady Bracknell to forbid the marriage. 4. Algernon visits Jack s country house posing as Earnest. Effect: Algernon foils Jack s attempt to kill Earnest. Algernon falls in love with Cecily; but he has deceived her. 5. Gwendolen arrives at Jack s country house. Effect: Gwendolen and Cecily chat, become angry at each other, and then discover that neither of their fiancées are Earnest. Copyright 2004, Prestwick House, Inc. T - 22

Student s Page Name: Date: Act I Structure Understanding how an author uses structure to organize ideas in a literary text Use the four Cs to help you remember the four forms of structure: Critical order of importance Chronological order Comparison and contrast Cause and effect Or, use this acrostic to help you remember the four forms of structure: First things first chronological order, timeline of events Order of importance pyramid style, most important events first Unlike and alike comparison and contrast, compare point by point or in blocks Result after action cause and effect proves to be a chain reaction of events or a comedy of errors, where one mistake triggers another, and so on. For each person or event from the play that triggers an effect (cause), name the resulting change (effect). 1. Jack Worthing, Justice of the Peace in the country, lives as Earnest in town. 2. Algernon confronts Earnest with his cigarette case engraved to Jack. 3. Jack asks Gwendolen to marry him, and she accepts. 4. Algernon visits Jack s country house posing as Earnest. 5. Gwendolen arrives at Jack s country house. S - 23 Reproducible Student Worksheet

Teacher s Page Act I Point of View Understanding how an author uses point of view to communicate to the reader and lend meaning to a literary text The story in the play unfolds through dialogue between the characters. The only narration comes in the form of stage direction. Imagine you are Oscar Wilde, and you are rewriting the play as a novella. Rewrite the following passage from both the first-person and third-person points of view. Use more narration and less dialogue. Keep the tone and style of the original text. Lady Bracknell: And now I have a few questions to put to you, Mr. Worthing. While I am making these inquiries, you, Gwendolen, will wait for me below in the carriage. Gwendolen [Reproachfully]: Mamma! Lady Bracknell: In the carriage, Gwendolen! [GWENDOLEN goes to the door. She and JACK blow kisses to each other behind LADY BRACKNELL S back. LADY BRACKNELL looks vaguely about as if she could not understand what the noise was. Finally turns round.] Gwendolen, the carriage! Gwendolen: Yes, mamma. [Goes out, looking back at JACK.] LADY BRACKNELL [Sitting down]. You can take a seat, Mr. Worthing. [Looks in her pocket for note-book and pencil.] Jack: Thank you, Lady Bracknell, I prefer standing. (Pg. 12) Sample Answer: First-person: And now, I have a few questions to put to you, Mr. Worthing. While I am making these inquiries, you, Gwendolen, will wait for me below in the carriage. Gwendolen looks at me and says, Mamma! quite reproachfully. In the carriage, Gwendolen! I respond. Gwendolen heads to the door, but not before blowing kisses to Jack behind my back, I am sure. I pretend I am unaware of their actions; but when I turn around Gwendolen is still standing there. I snap at her to go to the carriage, and she assents looking back at Jack. I sit down and give permission for Jack to sit as well. As I retrieve my notebook and pencil from my pocket, Jack indicates that he would prefer to stand. Third-person: And now I have a few questions to put to you, Mr. Worthing. While I am making these inquiries, you, Gwendolen, will wait for me below in the carriage. Gwendolen pouts and responds with a reproachful, Mamma! In the carriage, Gwendolen! Lady Bracknell insists. Gwendolen walks slowly towards the door. She blows kisses to Jack, and he blows them back. Lady Bracknell appears confused by the gentle noises of their exchange, and she finally turns around. Gwendolen, the carriage! she snaps. Gwendolen glances longingly over her shoulder at Jack as she leaves the room. Lady Bracknell sits down and arrogantly offers Jack a seat. He watches her silently as she searches her pocket for her notebook and pencil. No thank you, Lady Bracknell, he says firmly. I prefer to stand. Copyright 2004, Prestwick House, Inc. T - 24

Student s Page Name: Date: Act I Point of View Understanding how an author uses point of view to communicate to the reader and lend meaning to a literary text The story in the play unfolds through dialogue between the characters. The only narration comes in the form of stage direction. Imagine you are Oscar Wilde, and you are rewriting the play as a novella. Rewrite the following passage from both the first-person and third-person points of view. Use more narration and less dialogue. Keep the tone and style of the original text. Lady Bracknell: And now I have a few questions to put to you, Mr. Worthing. While I am making these inquiries, you, Gwendolen, will wait for me below in the carriage. Gwendolen [Reproachfully]: Mamma! Lady Bracknell: In the carriage, Gwendolen! [GWENDOLEN goes to the door. She and JACK blow kisses to each other behind LADY BRACKNELL S back. LADY BRACKNELL looks vaguely about as if she could not understand what the noise was. Finally turns round.] Gwendolen, the carriage! Gwendolen: Yes, mamma. [Goes out, looking back at JACK.] LADY BRACKNELL [Sitting down]. You can take a seat, Mr. Worthing. [Looks in her pocket for note-book and pencil.] Jack: Thank you, Lady Bracknell, I prefer standing. (Pg. 12) S - 25 Reproducible Student Worksheet

Teacher s Page Act I Characterization II Understanding how an author uses characterization to lend meaning to a literary work Note to the Teacher: This is an ongoing activity to pursue as Wilde introduces characters and reveals more about them. In pairs, complete the character chart below. Discuss the character traits that make the players so convincing and necessary. Then, invent an appropriate character to join the cast. We have done the first one for you. Copyright 2004, Prestwick House, Inc. T - 26

Student s Page Name: Date: Act I Characterization II Understanding how an author uses characterization to lend meaning to a literary work In pairs, complete the character chart below. Discuss the character traits that make the players so convincing and necessary. Then, invent an appropriate character to join the cast. We have done the first one for you. S - 27 Reproducible Student Worksheet

Teacher s Page CHARACTERIZATION CHART Character s Name Character s Relationship to Other Characters An Epigram or Quote Reflecting Character s Personality Character s Philosophy Algernon Moncrieff Lady Bracknell s nephew, Earnest s (Jack s) friend, and Cecily s love interest. Divorces are made in heaven. (Pg. 3) Algernon defies convention, and he refuses to wear a label. Jack Worthing Gwendolen Fairfax and I may marry someone else, and marry often, nothing that she can possibly do can alter my eternal devotion to you. (Pg.17) Cecily Cardew Lady Bracknell Miss Prism Dr. Chasuble Copyright 2004, Prestwick House, Inc. T - 28

Student s Page Name: Date: CHARACTERIZATION CHART Character s Name Character s Relationship to Other Characters An Epigram or Quote Reflecting Character s Personality Character s Philosophy Algernon Moncrieff Lady Bracknell s nephew, Earnest s (Jack s) friend, and Cecily s love interest. Divorces are made in heaven. (Pg. 3) Algernon defies convention, and he refuses to wear a label. Jack Worthing Gwendolen Fairfax Cecily Cardew Lady Bracknell Miss Prism Dr. Chasuble S - 29 Reproducible Student Worksheet

Teacher s Page Act I Theme Illustrating themes of a literary text In groups, assume the roles necessary to produce a comic book: Penciller: draws the story, responsible for layout, leaves room for word balloons. TOOLS: 11x17 poster board with a 10x15 drawing area outlined in blue pencil, lead pencil and ruler; work done by hand Inker: traces over the pencils, adds depth and detail using black ink. TOOLS: brush or pen; work done by hand Colorist: adds color to the inked drawings. TOOLS: paints, dyes, Photoshop, or color pencils; work done on computer or by hand Writer: Oscar Wilde; the letterer will use Wilde s words. Letterer: adds captions, word balloons, and sound effects. TOOLS: computer, pen, and ruler; work done by hand Each group should select a scene from Act I of. Then, create a comic book with six to nine panels illustrating the scene. Dialogue should be in word balloons and the exposition should be in captions below the pictures. Copyright 2004, Prestwick House, Inc. T - 30

Student s Page Name: Date: Act I Theme Illustrating themes of a literary text In groups, assume the roles necessary to produce a comic book: Penciller: draws the story, responsible for layout, leaves room for word balloons. TOOLS: 11x17 poster board with a 10x15 drawing area outlined in blue pencil, lead pencil and ruler; work done by hand Inker: traces over the pencils, adds depth and detail using black ink. TOOLS: brush or pen; work done by hand Colorist: adds color to the inked drawings. TOOLS: paints, dyes, Photoshop, or color pencils; work done on computer or by hand Writer: Oscar Wilde; the letterer will use Wilde s words. Letterer: adds captions, word balloons, and sound effects. TOOLS: computer, pen, and ruler; work done by hand Each group should select a scene from Act I of. Then, create a comic book with six to nine panels illustrating the scene. Dialogue should be in word balloons and the exposition should be in captions below the pictures. S - 31 Reproducible Student Worksheet

Teacher s Page Act II Theme I Extracting ideas from a literary text Active In large groups, choose a theme from to debate. marriage for love vs. marriage as a social tool (financial arrangement, etc.) pseudo-morality vs. virtue aestheticism vs. social responsibility ideal romance vs. real love self-deception vs. imagination Each group should split in half on either side of the debate into two parts: the theme as is evident in the novel and the theme as it applies to real life. Each side of each group should select a debate team captain, who shall lead the debate. The groups should meet to discuss the theme, take notes from the text, and brainstorm real-life experience and application of the theme. Each group will have twenty minutes to debate (ten minutes for each side of the theme). Fellow students should decide the winner of each debate based on the following criteria: professional appearance earnest (sincere and serious) presentation of ideas convincing argument thorough research Note to the Teacher: As an alternate or follow-up activity, you could have students write a persuasive essay defending their position about the theme. Copyright 2004, Prestwick House, Inc. T - 32

Student s Page Name: Date: Act II Theme I Extracting ideas from a literary text Active In large groups, choose a theme from to debate. marriage for love vs. marriage as a social tool (financial arrangement, etc.) pseudo-morality vs. virtue aestheticism vs. social responsibility ideal romance vs. real love self-deception vs. imagination Each group should split in half on either side of the debate into two parts: the theme as is evident in the novel and the theme as it applies to real life. Each side of each group should select a debate team captain, who shall lead the debate. The groups should meet to discuss the theme, take notes from the text, and brainstorm real-life experience and application of the theme. Each group will have twenty minutes to debate (ten minutes for each side of the theme). Fellow students should decide the winner of each debate based on the following criteria: professional appearance earnest (sincere and serious) presentation of ideas convincing argument thorough research S - 33 Reproducible Student Worksheet

Teacher s Page Act II Figurative Language Identifying an author s use of figurative language to enhance meaning in a literary text Identify the following instances of figurative language: 1. As a man sows so let him reap. (Pg. 22) Metaphor 2. Memory, my dear Cecily, is the diary we all carry about with us. (Pg. 22) Metaphor 3. You are like a pink rose, cousin Cecily. (Pg. 25) Simile 4. Young women are green. (Pg. 26) Metaphor 5. When I see a spade I call it a spade. (Pg. 37) Metaphor Copyright 2004, Prestwick House, Inc. T - 34

Student s Page Name: Date: Act II Figurative Language Identifying an author s use of figurative language to enhance meaning in a literary text Identify the following instances of figurative language: 1. As a man sows so let him reap. (Pg. 22) 2. Memory, my dear Cecily, is the diary we all carry about with us. (Pg. 22) 3. You are like a pink rose, cousin Cecily. (Pg. 25) 4. Young women are green. (Pg. 26) 5. When I see a spade I call it a spade. (Pg. 37) S - 35 Reproducible Student Worksheet

Teacher s Page Act II Tone Determining the tone of a literary work through inference, and understanding how the tone conveys meaning Since it is a stage play, consists mainly of dialogue. As you read, use the clues Wilde provides to determine the tone of each conversation. Is it serious? Is it humorous? Is it nervous? Identify the tone of each passage, and list the elements (clues) used to determine it. Tone Consoling Humorous Reprimanding Serious Anxious Authoritative Clues Style Point of View Word Choice Context 1. Miss Prism: Cecily! I am surprised at you. Mr. Worthing has many troubles in his life. Idle merriment and triviality would be out of place in his conversation. You must remember his constant anxiety about that unfortunate young man, his brother. (Pg. 21) Tone: reprimanding, authoritative Clues: word choice, context 2. Chasuble: Mr. Worthing, I offer you my sincere condolence. You have at least the consolation of knowing that you were always the most generous and forgiving of brothers. Jack: Poor Earnest! He had many faults, but it is a sad, sad blow. (Pg. 26) Tone: Clues: 3. Cecily: Uncle Jack, if you don t shake hands with Earnest I will never forgive you. Jack: Never forgive me? Cecily: Never, never, never! Jack: Well, this is the last time I shall ever do it. (Pg. 29) Tone: Clues: Copyright 2004, Prestwick House, Inc. T - 36

Student s Page Name: Date: Act II Tone Determining the tone of a literary work through inference, and understanding how the tone conveys meaning Since it is a stage play, consists mainly of dialogue. As you read, use the clues Wilde provides to determine the tone of each conversation. Is it serious? Is it humorous? Is it nervous? Identify the tone of each passage, and list the elements (clues) used to determine it. Tone Consoling Humorous Reprimanding Serious Anxious Authoritative Clues Style Point of View Word Choice Context 1. Miss Prism: Cecily! I am surprised at you. Mr. Worthing has many troubles in his life. Idle merriment and triviality would be out of place in his conversation. You must remember his constant anxiety about that unfortunate young man, his brother. (Pg. 21) Tone: Clues: 2. Chasuble: Mr. Worthing, I offer you my sincere condolence. You have at least the consolation of knowing that you were always the most generous and forgiving of brothers. Jack: Poor Earnest! He had many faults, but it is a sad, sad blow. (Pg. 26) Tone: Clues: 3. Cecily: Uncle Jack, if you don t shake hands with Earnest I will never forgive you. Jack: Never forgive me? Cecily: Never, never, never! Jack: Well, this is the last time I shall ever do it. (Pg. 29) Tone: Clues: S - 37 Reproducible Student Worksheet

Teacher s Page Act II Motifs Understanding an author s use of dominant ideas to lend meaning to a literary text In, one can find the character as author motif. The men are authors of their own lives, employing secret identities to do as they wish. The women, on the other hand, are free only to author versions of their lives in their diaries. I never travel without my diary. One should always have something sensational to read in the train. (Pg. 36) Gwendolen s lines here have become one of Oscar Wilde s most popular quotes, perhaps because of its appeal to diary and journal keepers everywhere. Cecily and Gwendolen use their respective diaries to prove a claim to Earnest. Assume the identity of one of the characters in. Write five entries in your diary. Use the knowledge you have gathered about your character and the others in the play to make the entries convincing. Mimic the tone of the play. Quote dialog from the play, and describe the setting where any interchange with other characters occur. Sample Diary Entries: Algernon s Diary Entry #1: I must have a talk with Earnest. I found his cigarette case in the smoking room after he left my dinner party last month. The inscription in the case reads From little Cecily with her fondest love to her dear Uncle Jack. (Pg. 5) Who is Cecily? The beauty of her name intrigues me. Who is Jack? Could Earnest be a Bunburyist? Entry #2: Aha! I was right; I always am. Jack is Earnest in town and Jack in the country. Bunbury would be proud. Oh, and JACK wants to marry Gwendolen. I used his desire to extort the information from him. Trouble is, Gwendolen wants to marry EARNEST! Brilliant! In other matters, I am still working on the music for Aunt Augusta s reception. Copyright 2004, Prestwick House, Inc. T - 38

Student s Page Name: Date: Act II Motifs Understanding an author s use of dominant ideas to lend meaning to a literary text In, one can find the character as author motif. The men are authors of their own lives, employing secret identities to do as they wish. The women, on the other hand, are free only to author versions of their lives in their diaries. I never travel without my diary. One should always have something sensational to read in the train. (Pg. 36) Gwendolen s lines here have become one of Oscar Wilde s most popular quotes, perhaps because of its appeal to diary and journal keepers everywhere. Cecily and Gwendolen use their respective diaries to prove a claim to Earnest. Assume the identity of one of the characters in. Write five entries in your diary. Use the knowledge you have gathered about your character and the others in the play to make the entries convincing. Mimic the tone of the play. Quote dialog from the play, and describe the setting where any interchange with other characters occur. S - 39 Reproducible Student Worksheet

Teacher s Page Act II Theme II Extracting underlying themes from a literary text Select the appropriate numbers below to describe the characters. Some of them will repeat. Explain any answers that are not obvious. 1,6 A. Algernon Moncrieff 3 B. Jack Worthing 9,6 C. Cecily Cardew 12, 2 D. Dr. Chasuble 11, 8 E. Lady Bracknell 5 F. Miss Prism 7 G. Gwendolen Fairfax 1. unemployed, in debt, lives hedonistic lifestyle rather openly 2. represents religious thought 3. Justice of the Peace, lives hedonistic lifestyle on the sly 4. represents the hypocrisy of Victorian ideas about morality 5. governess 6. represents a refusal to conform to societal norms 7. Lady Bracknell s daughter 8. represents the insincerity of the public personae 9. Jack Worthing s ward 10. represents the belief that emotional maturity comes with age 11. Algernon s aunt 12. Reverend 13. represents duality of ego 14. represents the Victorian idea of marriage for money, rather than romance Copyright 2004, Prestwick House, Inc. T - 40

Student s Page Name: Date: Act II Theme II Extracting underlying themes from a literary text Select the appropriate numbers below to describe the characters. Some of them will repeat. Explain any answers that are not obvious. A. Algernon Moncrieff B. Jack Worthing C. Cecily Cardew D. Dr. Chasuble E. Lady Bracknell F. Miss Prism G. Gwendolen Fairfax 1. unemployed, in debt, lives hedonistic lifestyle rather openly 2. represents religious thought 3. Justice of the Peace, lives hedonistic lifestyle on the sly 4. represents the hypocrisy of Victorian ideas about morality 5. governess 6. represents a refusal to conform to societal norms 7. Lady Bracknell s daughter 8. represents the insincerity of the public personae 9. Jack Worthing s ward 10. represents the belief that emotional maturity comes with age 11. Algernon s aunt 12. Reverend 13. represents duality of ego 14. represents the Victorian idea of marriage for money, rather than romance S - 41 Reproducible Student Worksheet

Teacher s Page Act II Characterization I Understanding how an author uses characterization to lend verisimilitude to a literary work Compare and contrast Cecily and Gwendolyn, then Jack and Algernon point by point. Next, compare and contrast the couples Cecily and Algernon with Gwendolyn and Jack. Make sure all of the things you choose are comparable. CHARACTERIZATION CHART Character Compare/Contrast Cecily Gwendolen Grew up in the country Obsessed with the name Earnest Born into wealth Fascinated by wickedness Naïve Grew up in the city Obsessed with the name Earnest Born into wealth Self absorbed and manipulative Experienced Algernon Jack Gwendolen & Jack Fell in love after an acquaintance period Cecily & Algernon Fell in love instantly; she with the idea of him, first Copyright 2004, Prestwick House, Inc. T - 42

Student s Page Name: Date: Act II Characterization I Understanding how an author uses characterization to lend verisimilitude to a literary work Compare and contrast Cecily and Gwendolyn, then Jack and Algernon point by point. Next, compare and contrast the couples Cecily and Algernon with Gwendolyn and Jack. Make sure all of the things you choose are comparable. CHARACTERIZATION CHART Character Compare/Contrast Cecily Gwendolen Algernon Jack Gwendolen & Jack Cecily & Algernon S - 43 Reproducible Student Worksheet

Teacher s Page Act II Characterization II Understanding character development Authors use speech, dress, mannerisms, and thoughts to reveal their characters. However, a playwright must depend mainly on dialogue to reveal characters traits. In, Algernon Moncrieff reveals himself a dandy, a flamboyant man concerned mainly with aesthetics. Critics have said that Algy s character resembles Oscar Wilde. Select a character from with whom you identify. Create a list of facts about the character that supports your choice, and compare that to a list of facts about yourself. CHARACTER DEVELOPMENT CHART Character Myself Copyright 2004, Prestwick House, Inc. T - 44

Student s Page Name: Date: Act II Characterization II Understanding character development Authors use speech, dress, mannerisms, and thoughts to reveal their characters. However, a playwright must depend mainly on dialogue to reveal characters traits. In, Algernon Moncrieff reveals himself a dandy, a flamboyant man concerned mainly with aesthetics. Critics have said that Algy s character resembles Oscar Wilde. Select a character from with whom you identify. Create a list of facts about the character that supports your choice, and compare that to a list of facts about yourself. CHARACTER DEVELOPMENT CHART Character Myself S - 45 Reproducible Student Worksheet

Teacher s Page Act II Characterization III Understanding how characterization lends meaning to a literary text In Act II of, Jack kills his imaginary brother Earnest. Then Jack, Dr. Chasuble, and Miss Prism discuss Earnest s life and death. If Jack really had a dead wayward brother named Earnest, perhaps the epitaph on his tombstone would read, While he seldom did what he should, he always did the best he could. Write a nameless epitaph for each of four characters in the play. As a class, read the epitaphs aloud and attempt to identify each other s deceased characters. Copyright 2004, Prestwick House, Inc. T - 46

Student s Page Name: Date: Act II Characterization III Understanding how characterization lends meaning to a literary text In Act II of, Jack kills his imaginary brother Earnest. Then Jack, Dr. Chasuble, and Miss Prism discuss Earnest s life and death. If Jack really had a dead wayward brother named Earnest, perhaps the epitaph on his tombstone would read, While he seldom did what he should, he always did the best he could. Write a nameless epitaph for each of four characters in the play. As a class, read the epitaphs aloud and attempt to identify each other s deceased characters. S - 47 Reproducible Student Worksheet

Teacher s Page Act III Theme Extracting underlying ideas from a literary text Create a poster collage or a PowerPoint presentation illustrating ideas from the play. On the back of your collage or in your presentation, write a paragraph explaining your choice of theme. Sample Ideas: marriage as a financial arrangement morality vs. the appearance of morality seriousness vs. triviality ideal romance alter egos social respectability class bias gender bias Copyright 2004, Prestwick House, Inc. T - 48

Student s Page Name: Date: Act III Theme Extracting underlying ideas from a literary text Create a poster collage or a PowerPoint presentation illustrating ideas from the play. On the back of your collage or in your presentation, write a paragraph explaining your choice of theme. Sample Ideas: marriage as a financial arrangement morality vs. the appearance of morality seriousness vs. triviality ideal romance alter egos social respectability class bias gender bias S - 49 Reproducible Student Worksheet

Teacher s Page Act III Foreshadowing Recognizing an author s use of foreshadowing to lend meaning to a literary text The following passage from Act II of foreshadows events between Cecily and Gwendolen in Act III. The two women think they are each engaged to the same man hence, they verbally abuse each other, until they discover the truth. Then they call each other sister. Jack: I ll bet you anything you like that half an hour after they have met, they will be calling each other sister. Algernon: Women only do that when they have called each other a lot of other things first. (Pg. 17) This is a typical example of foreshadowing in a literary text. However, playwrights often use objects or ideas to provide the audience with clues of what is to come. Identify the event each clue foreshadows. 1. Jack s adoption mentioned on page five foreshadows both his encounter with Lady Bracknell after he proposes marriage to Gwendolen and the resolution of the plot 2. Miss Prism s mention to Cecily of her three-volume novel foreshadows her involvement in the resolution of the plot 3. Jack s slip of the tongue when tells Gwendolen, I must get christened at once I mean we must get married at once. (Pg. 11) foreshadows Jack and Algernon s plans to have Dr. Chasuble christen them Earnest 4. Jack s assertion to Lady Bracknell that he can produce the handbag he was found in as a baby foreshadows Jack s producing the handbag for Miss Prism at the end of Act III Copyright 2004, Prestwick House, Inc. T - 50

Student s Page Name: Date: Act III Foreshadowing Recognizing an author s use of foreshadowing to lend meaning to a literary text The following passage from Act II of foreshadows events between Cecily and Gwendolen in Act III. The two women think they are each engaged to the same man hence, they verbally abuse each other, until they discover the truth. Then they call each other sister. Jack: I ll bet you anything you like that half an hour after they have met, they will be calling each other sister. Algernon: Women only do that when they have called each other a lot of other things first. (Pg. 17) This is a typical example of foreshadowing in a literary text. However, playwrights often use objects or ideas to provide the audience with clues of what is to come. Identify the event each clue foreshadows. 1. Jack s adoption mentioned on page five 2. Miss Prism s mention to Cecily of her three-volume novel 3. Jack s slip of the tongue when tells Gwendolen, I must get christened at once I mean we must get married at once. (Pg. 11) 4. Jack s assertion to Lady Bracknell that he can produce the handbag he was found in as a baby S - 51 Reproducible Student Worksheet

Teacher s Page Act III Critical Reading I Applying literature to life Imagine you are a critic attending. Use these guidelines to write a one-page review of the play: be objective in point of view (do not use I) and in attitude; the reader is more likely to trust an objective opinion rather than a subjective one express an opinion immediately in you thesis statement or topic sentence use material from the play (quotes, facts about structure and content, etc.) to support your opinion be clear discuss style in reference to tone, word choice, pace, etc. discuss theme what ideas does Wilde promote? What ideas does he satirize? be persuasive it is your job to convince the reader to see the play, or stay away! Copyright 2004, Prestwick House, Inc. T - 52

Student s Page Name: Date: Act III Critical Reading I Applying literature to life Imagine you are a critic attending. Use these guidelines to write a one-page review of the play: be objective in point of view (do not use I) and in attitude; the reader is more likely to trust an objective opinion rather than a subjective one express an opinion immediately in you thesis statement or topic sentence use material from the play (quotes, facts about structure and content, etc.) to support your opinion be clear discuss style in reference to tone, word choice, pace, etc. discuss theme what ideas does Wilde promote? What ideas does he satirize? be persuasive it is your job to convince the reader to see the play, or stay away! S - 53 Reproducible Student Worksheet

Teacher s Page Act III Inferences Inferring ideas based on an author s characterizations in a literary text Create a scrapbook for one of the main characters in the play. Be creative! The following descriptions are just guidelines and examples to get you started. Include the following: Three photographs: These pictures can be of the character s family, friends, love interest, or selfportrait. They can be hand-drawn, computer-generated, or clipped from a printed source. Two illustrations: These can portray events from the play or depict something about the character. One poem: This can be written about your character or written in dedication to another from the play. Two letters: These should be at least three paragraphs long and correspond with events from the play. One postcard: Be sure to include the date, address, and names on this mailing. Draw an image for your card and include a brief message. One newspaper clipping: Create a headline and give a brief description of a possible news item for the time that would be important to your character. One train or play ticket: Include the date, time, and location. If the ticket is for a train, cite the reason for the trip and a brief description of the journey. If it is for a play, describe the type (comedy, tragedy, history etc.) and describe something about the performance. Note to the Teacher: This activity could be done in class time as a group project or completed individually at home. Copyright 2004, Prestwick House, Inc. T - 54

Student s Page Name: Date: Act III Inferences Inferring ideas based on an author s characterizations in a literary text Create a scrapbook for one of the main characters in the play. Be creative! The following descriptions are just guidelines and examples to get you started. Include the following: Three photographs: These pictures can be of the character s family, friends, love interest, or selfportrait. They can be hand-drawn, computer-generated, or clipped from a printed source. Two illustrations: These can portray events from the play or depict something about the character. One poem: This can be written about your character or written in dedication to another from the play. Two letters: These should be at least three paragraphs long and correspond with events from the play. One postcard: Be sure to include the date, address, and names on this mailing. Draw an image for your card and include a brief message. One newspaper clipping: Create a headline and give a brief description of a possible news item for the time that would be important to your character. One train or play ticket: Include the date, time, and location. If the ticket is for a train, cite the reason for the trip and a brief description of the journey. If it is for a play, describe the type (comedy, tragedy, history etc.) and describe something about the performance. S - 55 Reproducible Student Worksheet