The Picture of Dorian Grey—Novel Unit

Pretest

1. Which of the following is a characteristic of Gothic literature? a. Dark and gloomy setting b. Has a male protagonist c. Set in England d. Set between the years 1800-1850 2. Gothic literature often includes ______elements. a. Supernatural b. Realistic c. Romantic d. None of the above e. Both A and C 3. The Victorian era roughly takes place when? a. 1900-1950 b. 1750-1820 c. 1850-1900 d. 1800-1900 4. Which of the following was occurring during the Victorian era? a. New forms of technology, such as telephones and telegraphs b. Social upheaval and more awareness of inequality between classes c. The rise of the middle class and the diminishing of the Church d. The rise of the novel’s popularity e. All of the above 5. The Picture of Dorian Grey is considered the most autobiographical of Oscar Wilde’s works. This theory is best proven by what? a. The fact that pieces of the book were read aloud in his trial b. The fact that Oscar Wilde led an immoral life c. The fact that Oscar Wilde named a minor character after himself d. The fact that Dorian Grey was Wilde’s favorite work. 6. Dorian is considered a member of the gentry class. This means what? a. He does not have to follow society’s rules. b. He is eligible to hold a seat in government. c. He is independently wealthy and does not have to work. d. He owns several factories around town. 7. Match the character to the description which best matches them. 1. Basil Hallward An immoral, wealthy man who delights in influencing others to commit bad deeds. 2. Lord Henry A young, naïve actress who falls in love with Dorian. 3. Dorian Grey A painter who regards Dorian as his muse. He tries to convince Dorian to behave better. 4. Sibyl Vane A young man who becomes obsessed with his own youth and beauty. 1. ______2. ______3. ______4. ______

5. Idolatry can be defined as what? a. Not going to church regularly b. Worship of a person or an object as God c. Defamation of character d. The desire to be worshipped as a God 6. “The only thing worth having is youth and beauty. When they are lost you will have nothing.” Said by Lord Henry, these lines influence Dorian to do what?

a. Get a portrait made b. End his relationship with Sibyl c. Wish that he could remain forever young while his portrait ages d. Destroy his portrait in a fit of rage 7. How is Lord Henry responsible for Dorian meeting Sibyl Vane? a. Lord Henry recommends her as an actress b. Lord Henry gives Dorian a playbill advertising her theater c. Lord Henry throws a party where Sibyl and Dorian are both guests d. Lord Henry urges Dorian to explore the world and seek beauty, Dorian does so and finds Sibyl 8. A dynamic character ______, while a static character______. a. Lives, dies b. Changes, stays the same c. Is the protagonist; is the antagonist d. Dies; lives 9. Dorian Grey cannot abide bad art. How does this affect his relationship with Sibyl? a. She acts badly so he ends their relationship b. She insults his portrait so he ends their relationship c. She cannot understand the difference between good art and bad art so he stops loving her d. She is a masterful painter so he falls deeply in love with her 10. “Sibyl Vane is always acting. She is never herself.” This idea is best expressed how?

a. She is playing Juliet when Dorian first meets her. b. She is a professional actress. c. Lord Henry and Dorian relate her death to an event within a play. d. She cannot be trusted; she is always lying. 11. As the years pass Dorian spends most of his time studying what? a. Religion b. The nature of good and evil c. Mathematics d. Different forms of art 12. Gentry men did not have jobs which they could take pride in. Instead, what could a gentry man take pride in? a. Their reputation b. Their house c. The number of acquaintances they had d. The number of women in love with them 13. What happens to those who fall underneath Dorian’s influence? a. They receive large amounts of money b. They end up ruined or dead c. They become crueler than Dorian, often taking pleasure in committing foul acts d. They give Dorian all of their money 14. Basil blames the portrait’s appearance on two factors. What are they? a. Lord Henry’s influence and Dorian’s vanity b. The nature of evil and man’s weakness c. Basil’s worship of Dorian and Dorian’s worship of himself d. The evils of opium and Dorian’s weakness 15. How does the portrait influence the murder of Basil Hallward? a. The portrait speaks to Dorian and tells him to kill Basil b. Basil tries to destroy the portrait and as a result Dorian murders him c. Dorian is overcome with hatred for the man who has created the portrait d. Since Basil has seen the portrait Dorian must kill him before Basil talks 16. True or False—Dorian exhibits great remorse for his actions. a. True b. False 17. “It does not do to pepper beaters. It makes it seem as though one is a bad shot.” Spoken by Lord Henry these words serve to illustrate what?

a. Lord Henry’s views on shooting b. The dangers of hunting as a sport c. The superficiality of upper-class society d. Lord Henry’s evil views on life 18. “Tears ran down his face, for he was finally safe.” This reaction from Dorian Grey upon the death of James Vane proves what?

a. Dorian’s plot to kill James was successful. b. Dorian only cares about himself. c. James was an evil man, focused only on murder d. Dorian mourns the death of James. 19. “I believe that I truly loved her. We were to have run away but I resolved to leave her as flower-like as I had found her.” By saying this, Dorian seeks to prove what?

a. That he is truly ready to become a good person b. That he is desirable to women c. That Lord Henry no longer has any sway over him d. That he can no longer be tempted by marriage

Victorian Literature:

 The movement roughly corresponds to the rule of Queen Victoria, from 1830-1900.  Characterized by change and upheaval, society was in flux during this time with the advent of new technology and new social movements. This time saw the rise of the middle-class as well as the diminishing of the power of the Church.  Many essayists and novelists spoke against the inequality present within society, directly addressing problems such as child labor or poverty.  This era saw the rise in the novel’s popularity—as a preferred form of fiction it overtook the poem, a trend which continues to this day. Serial novels (novels published in magazines and newspapers) were immensely popular.  The idea of “manners” was important to Victorian society—rules of personal conduct were inflexible. The status of the nobility suffered underneath the rise of the middle- class, while the poor suffered underneath the middle-class.  Gothic novel: a particular genre which includes dark settings, gloomy atmosphere, and evidence of the supernatural. The Picture of Dorian Gray is classified as urban gothic, along with The Strange Case of Dr. Jekyll and Mr. Hyde.

Oscar Wilde

 1854-1900  Famous for his novels, poems, and plays, especially The Importance of Being Earnest. Wilde was known for his wit as well as his controversial work.  While in college, Wilde helped form the Aesthetic Movement (Art for art’s sake).  Wilde wrote several poems, plays, and novels, gathering popularity. However, his flamboyant lifestyle also gathered him many critics.  Oscar Wilde was charged with ‘gross indecency’ for ‘homosexual acts’. He was found guilty and sentenced to two years hard labor.  Wilde emerged from prison penniless and changed—He would die two years later from meningitis.  “The wallpaper and I are fighting a duel to the death. One or the other of us has to go.”— Spoken by Wilde in the Left Bank Hotel, where he would eventually die.

Controversy about Dorian Grey

 When it was published the novel came underneath harsh criticism.  It was immediately called ‘effeminate’ and ‘unmanly’. It was criticized for its decadence as well as its homosexual subtext.  The Picture of Dorian Grey is considered Wilde’s most autobiographical work: pieces of it were even used in his trial.

Questions to Consider (students can answer either individually or in small groups):

One theme of the novel is that of moral goodness. What does it mean to be a ‘good’ person? Can you be a good person and still enjoy yourself? Does enjoying yourself necessarily mean that you are a ‘bad’ person?

Our friends and family have the power to influence us, for good or bad. If you are influenced by someone into performing a ‘bad’ act does that make you a ‘bad’ person?

“The only way to resist a temptation is to yield to it”. This is said by one of the novel’s characters. Does it make sense? What is the best way to resist temptation?

Victorian society believed that the evils of the soul were reflected on the body. What would the world look like if this were the case? Would the world be a better place if your bad deeds were reflected onto your body?

The Picture of Dorian Grey—Pre-Reading Activities ENG 12 CB Time: 60 min

Materials/Resources:  ActivBoard  Discussion sheets  Instructor Powerpoint Technology Used:  Microsoft Powerpoint  ActivBoard SOL: 12.4 d) The student will relate literary works and authors to major themes and issues of their era.  12.4 c) Recognize the characteristics of major chronological eras. Specific Objective: Students will gain an understanding for the society and history of the Victorian age and the role in which literature played within this society. Students will understand the history of Oscar Wilde and how his personal life affected his work. Bloom’s Taxonomy:  TSW understand how Victorian society affected literature and the reverse. Multiple Intelligences: Students will be allowed to participate in group work (interpersonal intelligence). Powerpoint with answers will also be made available for students to compare answers (visual intelligence). Differentiation: Group work will allow struggling learners to pair with stronger learners in order to gain a more thorough understanding. Warm-up (5 min): Instructor will pass out scrap sheets of paper. Groups of students will be asked to brainstorm everything they know about the years 1850-1900 (American or World history accepted).

Direct Instruction (10 min): Instructor will ask groups to share at least three items from their brainstorming. Instructor will then show students Powerpoint and pass out sheet on Victorian era. Instructor and students will build an understanding of that time. Instructor will also lead discussion on Oscar Wilde’s life and the controversy surrounding his work.

Guided Practice (10 min): Using Powerpoint slides, instructor will show classic examples of Gothic Literature (Edgar Allen Poe, Frankenstein, Dracula), as well as contemporary examples in media (Coraline, Nightmare Before Christmas, Underworld movies).

Using these examples, students will once again brainstorm in their groups and define what they believe are characteristics of Gothic literature. Instructor will go over with full class to ensure understanding.

Independent Practice (20 min): Each group will be assigned one discussion question. Groups will come up with an answer, then present to the rest of the class. Class will either agree/disagree with that groups’ answer. Instructor will aid if needed.

Closure (5 min): Instructor will play Youtube trailer of Dorian Grey in order to engage student interest. Evaluation: Instructor will assess student participation for understanding.

The Picture of Dorian Grey—Chapter One and Two ENG 12 CB Curricular Areas: English

Time: 60 min

Materials/Resources:  Copy of Picture of Dorian Grey  Study guide for Chapters One and Two  ActivBoard  Teacher laptop Technology Used:  ActivBoard SOL: The student will read, comprehend, and analyze the development of British literature and literature of other cultures. Specific Objective:  TSW understand how the mores of Victorian society interact with the novel’s themes and analyze how Dorian Grey either supports or violates those mores. Bloom’s Taxonomy:  TSW remember and understand the discussion on Victorian society.  TSW will analyze the novel and comprehend how it corresponds to Victorian societal norms. Multiple Intelligences: Visual and Audio: Students will read, as well as hear an auditory representation of the novel. Students will also be instructed to partake in group activities. Differentiations: Audiobook provided for students struggling to read. Instructor will help decipher difficult to understand passages. Warm-up: Prior to main lesson, students will be allowed 20 minutes to work on long-term projects. (5 min) Students will read the preface to the novel (series of epigrams). Instructor will review previous material (Victorian society and Oscar Wilde).

Guided Practice (20 min): Using the study guide to direct student reading, students will read excerpts from Chapter One and Chapter Two. Instructor will pause to guide discussion as well as direct student attention (Study Guide questions).

Themes to Pay attention to: The importance of youth/beauty and Influence and Corruption.

Check for Understanding: Instructor will review previous lesson with class. Questions to ask during lesson: What class/society do Lord Henry and Dorian belong to? How can you tell? Is the wish that Dorian makes an understandable one? Independent Practice: Students will answer discussion question on a sheet of paper: If you had the chance to freeze time for yourself would you? At what point would you freeze your time?

Closure: Instructor will collect student’s discussion questions before they leave, and provide preview of next class (Chapter 3-5, and the introduction of Sibyl Vane). Evaluation: Instructor will collect discussion sheets.

The Picture of Dorian Grey—Chapters 3&4 ENG 12 CB Curriculum: English Time: 60 min (may take additional class periods) Materials/Resources:  Copy of Picture of Dorian Grey  Study Guide  Teacher laptop  ActivBoard Technology Used:  ActivBoard  Laptop SOL: The student will read, comprehend, and analyze the development of British literature and literature of other cultures. Specific Objective:  TSW understand how the idea of acting plays into the greater theme of art and art’s purpose. Bloom’s Taxonomy:  TSW analyze the character of Sibyl Vane and understand how she plays into the novel’s themes of morality and art. Multiple Intelligences: Auditory and Visual: students will read along with text and listen to text being read aloud. Differentiation: Read-aloud, along with group work will allow students to grasp concepts. Warm-up: Students will be allowed approximately 20 minutes to work on long-term projects. (5 min) On sheet of paper, student will answer the following questions: What makes acting an art? What is the difference between acting and lying? Students will be invited to share their answers. Direct Instruction (10 min): Instructor will review previously read material—Lord Henry’s influence, Dorian’s wish to remain forever young. Review on Victorian society—Sibyl is an actress, so she is not part of the ‘upper’ class—she is poor and her profession is not respected. Instructor will skip and summarize Chapter 3 of the novel—little of plot relevance. Guided Practice (30 min): Students will listen to audiobook of Chapter Four. Instructor will pause in order to direct student attention. Important themes to address: Lord Henry’s hand in Dorian meeting Sibyl, Sibyl’s innocence, the nature of Dorian’s love (is it genuine? Is he exaggerating?). Sibyl Vane is never herself—What long-term consequences might this have?

Accommodations: Group work and read-alouds, along with study guides to aid comprehension. Closure (5 min): Instructor will summarize the day’s reading. Evaluation: Instructor will evaluate students based on participation.

The Picture of Dorian Grey—Theme Day ENG 12 CB Time: 60 min

Materials/Resources  Copy of the novel The Picture of Dorian Grey  Study guides  Audiobook version of The Picture of Dorian Grey Technology Used:  ActivBoard  Student laptops  Audiobook SOL: The student will read, comprehend, and analyze the development of British literature and the literature of other countries.  Relate literary works and authors to major issues and themes of their era.  Recognize the characteristics of major chronological eras. Specific Objective:  TSW understand how the major themes of Dorian Grey are portrayed in the novel.  TSW be able to relate themes of Dorian Grey to problems with current society. Bloom’s Taxonomy:  TSW remember the major themes and analyze how they are portrayed within the novel.  TSW argue how the society portrayed in The Picture of Dorian Grey is either similar or dissimilar from today’s modern society. Multiple Intelligences: Students will be able to work individually or in groups, depending on their comfort levels (intrapersonal and interpersonal). Students will be able to listen to an audiobook representation of the novel (audio). Differentiation: An audiobook will be provided for students who have difficulty reading. Students will be provided the opportunity to read in small groups, or read with instructor. Warm-Up (5 min): Character traits: Students will be given 4 characters: Sibyl, Lord Henry, Dorian Grey, and Basil. On a sheet of paper they will write at least two facts or traits about that character. Instructor will collect sheets and go over answers with students. Direct Teaching (10 min): Instructor will show Powerpoint discussing major themes of Dorian Grey: Importance of Influence, Obsession with Youth and Beauty, Importance of Art, Superficiality of Society. Guided Practice (30 min): Students will work in groups to discuss the themes. Every seven minutes, they will switch and discuss a different theme and how it relates to the novel. Students will write answers down on a sheet of paper. Direct Instruction (10 min): Instructor will lead class discussion on the themes and how they relate to the novel as a whole. Students will compare answers. Closure (5 min): Instructor will briefly summarize Chapter Five to ensure student understanding. Students will write on scrap sheet of paper a brief summary of Chapter Five and hand into instructor as an exit slip. Evaluation: Instructor will collect group worksheets and evaluate for understanding.

The Picture of Dorian Grey—Chapter Five ENG 12 CB

Time: 60 min Materials/Resources:  Copy of The Picture of Dorian Grey  Study guide (handed out previously by instructor)  ActivBoard Technology Used:  ActivBoard  Teacher laptop SOL: The student will read, comprehend, and analyze the development of British literature and the literature of other countries. Bloom’s Taxonomy:  TSW understand the plot events of Chapter Five of The Picture of Dorian Grey.  TSW analyze the chapter for foreshadowing and create their own scenario of what will happen next. Multiple Intelligences: Creative: students will be asked to create their own extension into what happens next with James Vane. Students can either write or draw, depending on their preference. Differentiation of Instruction: Students will be allowed to pick their preferred reading method (independent or read-along) as well as choose how they wish to complete the final assignment.

Warm-Up (5 min): Students will be asked to think about advice they would give a friend who they knew was in a bad relationship. If they wish, students can share their answers with the class.

Guided/Independent Practice (45 min): Students will choose one of three options: independent reading, Popcorn reading in small groups, or reading group with instructor.

Independent Practice (10 min): Students will be asked to create a ‘What happens next’ scenario, based off the reading in Chapter V. They will use their knowledge of the text to predict the next events of the novel.

Check for Understanding: Instructor will post comprehension questions which students can use to check their understanding. Instructor will summarize plot events at end of class to ensure all students understand main plot points.

Accommodations: Instructor will help students struggling with the text by reading text aloud, and asking comprehension related questions.

Closure: Instructor will collect student scenarios and provide a preview of what happens next in the novel. Evaluation/Assessment: Though it will not be a formal assessment, instructor will review student scenarios to verify that they understood the events of the chapter.

The Picture of Dorian Grey ENG 12 CB Time: 60 min

Materials/Resources:  Copy of The Picture of Dorian Grey  DVD version of 1954 movie The Picture of Dorian Grey  Movie worksheet  Study Guide (Ch 6,7,8)  ActivBoard Technology Used: ActivBoard, DVD player SOL: The student will read, comprehend, and analyze the development of British literature and the literature of other countries. Specific Objective:  TSW compare and contrast the 1954 movie with the novel and discuss their differences.  TSW understand why directors/screenwriters change characters/events in novels to fit the screen. Bloom’s Taxonomy:  TSW remember the original events of the novel and analyze how the movie either remained true to the original text or changed their interpretation.  TSW evaluate both the movie and the book for their value. Multiple Intelligences: A movie version of Chapter 1-5 will be provided for students with auditory as well as visual intelligences. Differentiation: The movie will serve as a comprehension tool for students struggling with the events of the novel. Warm-Up (5 min): Students will be asked to list characteristics of the four main characters: Dorian, Lord Henry, Basil, and Sibyl Vane. Instructor will compile answers as a review. Direct Teaching (25 min): Instructor will remind students that movie versions are an interpretation of the book and not strictly canon. Instructor will show the movie version of Chapters 1-5 (until running time 25:00) to aid in student comprehension. Students will be asked to write down their views on how the movie differs from the original novel and whether they find the differences better or worse than the original novel. Checking for Understanding (5 min): Instructor will ask students to share their findings with the whole class. Guided Practice (10 min): Instructor will show the movie version of Chapter Six, supplementing that material with selected readings. Specific question to answer: How is Sibyl good for Dorian? (She makes him forget about Lord Henry) Closure: The instructor will summarize the events of Chapter 6 and provide a preview of Chapter 7. Evaluation: Students will be instructed to take notes during the movie. The instructor will collect these notes to evaluate student understanding.

The Picture of Dorian Grey—Chapter 7 ENG 12 CB Time: 60 min

Materials/Resources  Copy of the novel The Picture of Dorian Grey  ActivBoard  Study Guide for Chapter 7  Audiobook for The Picture of Dorian Grey Technology Used:  Instructor laptop  Activboard  Audiobook (access to Internet) SOL: The student will read, comprehend, and analyze the development of British literature and the literature of other countries.  Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. Specific Objective:  TSW understand how Dorian’s rejection of Sibyl affects his character as well as the plot of the novel.  TSW connect Dorian’s rejection of Sibyl into the theme of the importance of art. Bloom’s Taxonomy:  TSW identify how Dorian’s rejection of Sibyl connects into his character arc and the plot of the novel as a whole.  TSW relate Dorian’s rejection of Sibyl to the greater theme of the importance of art. Multiple Intelligences: Students will be able to listen to an audio version of the novel (auditory). Instructor can have students act out the action of the chapter (kinesthetic). Differentiation: Instructor will pause to explain important parts of the novel. Instructor can have students act out the action of the chapter. Warm-Up (5 min): Predictions: Students will gauge whether Sibyl’s brother (relationship is doomed) or Sibyl (everything is fine) will turn out correct. Instructor will discuss student answers. Direct Instruction (5 min): Instructor will review important plot details with students (Dorian’s meeting of Sibyl, Dorian’s proposal, James’ fear of Sibyl’s future). Guided Practice (30 min): Using audiobook, instructor and students will read Chapter 7 together. Instructor will pause audiobook to discuss events such as: the reason for Sibyl’s poor performance, Dorian’s reaction to this, the reason for Dorian’s rejection, the change in the portrait, and what this means for Dorian). Independent Practice (5 min): Students will draw their own version of what they believe the portrait looks like. Closure: Instructor will summarize the events and provide a preview for the next lesson (Lord Henry and Basil’s talks with Dorian). Evaluations: Instructor will ensure that study guide questions are being completed. Accommodations: For students who struggle with the reading, the instructor will provide directed study questions and an abridged text.

The Picture of Dorian Grey—Chapters 8-11 ENG 12 CB Time: 60 min Materials/Resources:  Copy of the novel The Picture of Dorian Grey  Copy of 1954 movie The Picture of Dorian Grey  Study Guide (previously handed out) Technology Used:  ActivBoard  DVD player  Instructor laptop SOL: The student will read, comprehend, and analyze the development of British literature and literature of other countries. Specific Objective:  TSW remember previous plot information about the novel and apply their predictions to the next part of the novel.  TSW compare and contrast the differences between Lord Henry and Basil, as well as the differences in Dorian’s reactions to both.  TSW analyze the reasons behind Dorian hiding the portrait as well as the importance of what he does in the following years. Bloom’s Taxonomy:  TSW remember previously taught information and apply it to the newest chapter.  TSW create a hypothesis about Dorian’s future, based on Lord Henry’s news as well as his reactions to both Lord Henry and Basil.  TSW analyze the differences between the movie and novel version. Multiple Intelligences: Visual: a copy of the novel will be provided for students to read. A movie version of the novel will be provided. Auditory: a movie version of the novel will be provided. Differentiation of Instruction: Students having difficulty with the novel will be able to watch the movie version for additional comprehension. Directed study questions will be provided to focus student attention. Warm-Up (10 min): Review: Students will be asked to write, in five sentences or less, a synopsis of Dorian Grey. Students will be asked to share their answers with the rest of the class. Direct Instruction (10 min): Instructor will briefly recap major plot events, character arcs, and thematic material in order to ensure student recall. Major points include : Dorian’s wish, the importance of staying young and beautiful, Lord Henry’s influence vs. Basil’s influence, the meeting and dumping of Sibyl. Guided Practice (30 min): Instructor will show video which corresponds to Chapter Eight, Nine, and Ten of the book (begin at scene with Lord Henry, end at the hiding of the portrait), offering excerpts from the book. Topics to cover: Lord Henry’s reaction to Sibyl’s death (weep for Ophelia, not for Sibyl). Basil’s words to Dorian (these are Lord Henry’s words, not your own). Dorian’s need to hide the portrait. Dorian’s obsession with art. Students will fill out study guides as they read. Closure: Instructor will summarize events of the day and provide preview for next class (Basil’s murder). Evaluation: Instructor will collect the warm-up and evaluate for understanding. Accommodations: If needed, an abridged version of the text will be available.

The Picture of Dorian Grey—Chapters 12& 13 ENG 12 CB Time: 60 min Materials/Resources:  Copy of the novel The Picture of Dorian Grey  1954 movie The Picture of Dorian Grey  ActivBoard  Audiobook version of the novel  Study Guides (previously handed out) Technology Used:  Audiobook (connection to internet)  DVD player  ActivBoard SOL: The student will read, comprehend, and analyze the development of British literature and the literature of other countries. Specific Objective:  TSW understand how Basil’s concerns and his subsequent murder fit into the theme and plot of the novel as a whole.  TSW conjecture what the death of Basil means for Dorian’s character. Bloom’s Taxonomy:  TSW relate Basil’s concerns to the prior concerns about Dorian’s character.  TSW analyze how the effect of Basil’s death on Dorian’s future. Multiple Intelligences: Movie provided for audio and visual intelligences. Audiobook provided for visual intelligences. Students can act out the action of the chapter (kinesthetic intelligence). Differentiation: Directed study questions provided for struggling students. Warm-Up (10 min): Comprehension Check—Chapters 7—11. Students will fill in the blanks and then ‘trade and grade’. Instructor will collect completed graded sheets. (Students may use study guide to complete quiz) Direct Instruction (5 min): Instructor will summarize the events covered within the comprehension quiz and set the stage for the day’s reading. Guided Practice (45 min): Instructor will show movie version of Chapter 12 (Basil comes to Dorian’s house). Important information to cover: Why is Basil concerned about Dorian? How is the only way that Basil will know the truth about Dorian? Using audiobook, instructor and students will read Chapter 13 together. Instructor will pause in order to discuss: Who Dorian blames for his portrait, who Basil blames for his portrait, the portrait’s role in Dorian’s murder of Basil, Dorian’s remorse (or lack thereof). Instructor can choose to have students act out the murder of Basil. Instructor can choose to show the movie’s version of the portrait in order that students can compare it with their own mental image. Discuss: is it what you expected? Better? Worse? Check for Understanding: Questions to ask: What is Basil concerned about? What happens to him? Why does Dorian choose to kill Basil? Closure: Instructor will preview the next lesson: Dorian has killed Basil. What will happen to him next? Evaluation: Comprehension checks collected at beginning will allow instructor to see which students are struggling and which students understand the plot.

The Picture of Dorian Grey—Chapters 14-20 ENG 12 CB Time: 60 min Materials/Resources:  Copy of the novel The Picture of Dorian Grey  1954 movie The Portrait of Dorian Grey  Study Guides (to be handed out this class)  ActivBoard Technology Used:  ActivBoard  DVD player SOL: 12.4—The student will read, comprehend, and analyze the development of British literature and the literature of other countries. Specific Objective: TSW understand how Dorian’s own actions lead to not only his death but the death of other characters. Bloom’s Taxonomy:  TSW remember previous details of the plot (James Vane).  TSW relate Dorian’s actions to the misfortunes of others.  TSW analyze Dorian’s character vs. Lord Henry’s character. Multiple Intelligences: Movie version provided (audio and visual). Create your own version of Dorian’s portrait (creative). Differentiation: Directed study questions will be provided for struggling learners. Warm-Up: For the duration of the unit, the importance of influence has been mentioned. Three characters/items have had a huge influence on Dorian’s life: Lord Henry, Basil, and the portrait. Which of these is most important. List two reasons why. Instructor will collect answers. Students may share their answers with the class if they wish. Direct Instruction (10 min): Instructor will summarize past lesson (Basil’s death) and set the stage for the day’s lesson (the fallout of that action). Guided Instruction (45 min):  Chapter 14—Movie version: How does Dorian get Alan to help him? (Excerpt from book—How has the portrait changed?)  Chapter 15—Skip and Summarize: Dorian goes to dinner and leaves in a bad mood.  Chapter 16—Movie—The return of James Vane, Adrian Singleton, James’ realization of who Dorian is. Important topics: Adrian Singleton as a composite character, James’ failure to kill Dorian (he looks too young).  Chapter 17—Skip and Summarize: James follows Dorian.  Chapter 18—Movie version: The death of James Vane. Important topics to cover: Lord Henry’s reaction of the death of a ‘beater’. Dorian’s reaction upon seeing the body of James.  Chapter 19—Skip and Summarize: Dorian’s resolution to ‘be good’. Important topics: Lord Henry’s continued attempt to influence Dorian. Dorian’s ‘good deed’ (he left a girl as ‘flower- like’ as he found her).  Chapter 20—Movie version: Dorian’s death. Important topics: Why does Dorian attack the portrait? What happens to him? Is it a fitting punishment? Independent Practice (5 min): On a blank sheet of paper, students will draw what they believe the final version of Dorian’s portrait to be. After they are done instructor can hang portraits up around the room. Closure: Reminders about upcoming deadlines (study guides and final papers).

The Picture of Dorian Grey—Themes Part II ENG 12 CB Time: 60 min

Materials/Resources:  Laptops  ActivBoard  Copy of the novel The Picture of Dorian Grey  Theme papers (folded so students cannot read them) Technology Used:  Office 365  Microsoft Powerpoint  ActivBoard SOL: 12.4 d) The student will relate literary works and authors to the major themes and issues of their era.  12.1—The student will make a formal oral presentation in a group or individually. Specific Objective:  TSW analyze major themes within Dorian Grey and find specific examples of these themes within the book.  TSW relate these themes to other students, taking on the role of the teacher. Bloom’s Taxonomy:  TSW analyze the major themes of Dorian Grey and how they are portrayed within the novel.  TSW create a swift presentation to deliver to the rest of the class. Multiple Intelligences: Students will create a Powerpoint presentation (creative). Students will work in groups to complete this project (interpersonal). Differentiation: Students who are struggling may work with instructor in order to gain a better understanding of the themes. Students will also be paired in groups, to allow stronger learners to mentor struggling learners. Warm-Up (10 min): Students will take out a blank sheet of paper and write a letter of advice to Dorian Grey. They will reference specific instances from the novel and tell him what they would have done differently. Students will be invited to share their answers. Guided Practice (30 min): Instructor will hold five sheets of paper (Importance of Influence, Importance of Youth and Beauty, Dorian Grey vs. Lord Henry, Dorian Grey vs. Hamlet, The Negative Consequences of Idolatry), arranged so that students cannot see the theme. Students will pick a theme and then discuss it with their group. They will find specific instances of how that theme is related within the book and talk about how the theme relates to the novel as a whole. Students will develop a short Powerpoint on their theme and share it on Office 365. Direct Instruction (15 min): Students will present their Powerpoints to the rest of the class, teaching the class about their chosen themes/characters. Instructor will add commentary/clarification when needed. Closure: Instructor will pass out prompts for final paper and instruct students as to the desired formatting/specifications of the paper. Instructor will remind students that they will have class time to complete paper. Evaluation: Instructor will evaluate each group’s presentation as it is delivered. Accommodations: Struggling students will be paired with stronger learners and be provided with a ‘fill- in-the-blank’ sheet to help with their work on themes.