lessonplan fdeii dorian gray - final -...

Tanja Sandhu Katharina Rittmann

Petra Schoenenberger “Fachdidaktik II Englisch”, May 7, 2015

Teaching Oscar Wilde’s The Picture of Dorian Gray Contents

1. Micro-‐Teaching 2. Planning the reading of Dorian Gray 3. Semester plan and lessons on Dorian Gray 4. Materials, resources and activities

1. Micro-‐Teaching a. Quiz: “Dorian Gray in ten questions” b. “Portraits”

2. Planning the reading of Dorian Gray Semester plan: The subsequent semester plan is intended for (upper) advanced students, possibly for students in immersion programs. Reading Management and Strategies:



1. At 250 pages, the entire novel requires that we allot enough time for reading, so the lessons are planned over the course of roughly one term (twelve weeks). One has to allow for independent reading. So, we suggest to distribute about 16 lessons evenly over the entirety of the term, calculating time also for individual preparation for oral participation. Assuming 3-‐4 hours per week of English lessons in a 6th grade, one would have to teach one or two lessons per week to be finished with reading the whole novel by week ten, to allow two lessons at the end for essay writing/film . 2. The first five minutes of lessons 2-‐14 are reserved for students’ summaries of reading assignment (plot, character, main topics); pairs of students are assigned before lesson 1.* The relevant chapters are then explored in detail, with the focus on a specific topic for each lesson. 3. Students are asked to keep a reading journal: apart from the summaries, they will write short responses to their reading on a regular basis (the writing assignments may range from spontaneous responses to planned interpretations). 3. Semester plan and lessons on Dorian Gray Lessons Reading

Assignment* Topics and techniques

1 -‐-‐ Ch. 1

Pre-‐Reading lesson: (1) Warm-‐up & (2) Introduction (1) Warm-‐up “Portraits”: Show students the picture on the cover of the novel. Ask them if they have ever had their portrait painted or painted someone else`s? What can you tell about a person by looking at their face? What kind of man do you think this is? Do you think you would like him or not?

-‐Pair Work: Put Ss into pairs and ask them to list specific qualities that make someone appear beautiful. Discuss findings with the whole class. (2) Introductory information on Oscar Wilde & the reception of the novel at the time -‐ Preface > Explain the term “epigrams” (short sayings that express an idea in a clever and amusing way) -‐ Start reading ch.1 in class: opening of the novel. Which epigrams can Ss find in Ch.1? >Teacher: Introduce “philosophy of pleasure”/hedonism >Class activity: Ss underline/note any phrases in Ch.1 which appeal to our senses Homework: Read chs. 1&2 for next lesson.

2&3 Chs. 1-‐&2 Double-‐lesson:



-‐ -‐Students’ summary chs. 1&2

Topics: (1) Study of main characters/their relationship:

-‐ >Class activity/discussion: -‐Characterization of main characters (collect notes in reading journal/on BB). -‐Significance of names in the novel (Dorian Gray, Lord Henry (Harry) . Collect ideas on BB/ in reading journal. Ss support their characterization with quotations from Chapt.1. >Class activity: Ss discuss relationship Basil-‐Dorian and Lord Henry-‐Dorian in small groups (& collect vocabulary on “feelings”) . Ss present their findings in class. -‐Read garden scene (ch. 2) in class: Look at process of seduction/initiation of Dorian into hedonistic life-‐style (Genesis ><Lord Henry`s corrupting influence on Dorian) Definition of Hedonism. Discuss in class what is happening.

(2) The Aesthetic Movement (art for art’s sake) -‐ Dandyism

Teacher/student presentation/input. Homework: Read ch.3 .

4 Ch.3 Topic: Relationship Lord Henry-‐ Dorian:

-‐Class activity: Discuss relationship Lord Henry-‐Dorian. Close reading in class/listen to ch.3 on audio CD. -‐Class activity/HW: Have you ever been deeply influenced by another person? Write a short paragraph about your/a friend’s experience on this in your reading journal. HW: Read ch.4-‐6

5 Chs. 4-‐6 -‐Students’ summary Chs. 4-‐6; Topic: relationship Dorian-‐Sybil; Sybil as a romantic Victorian heroine (connotations of surname Vane) How has the relationship Basil-‐Dorian changed? HW: Read chs. 7&8

6 Chs. 7&8 Students’ summary: chs. 7&8 Topic: relationship canvas – soul; Faustian theme of selling your soul to the devil; double personality theme in literature Ask students if they are familiar with these topics /which others do Ss know? HW: Read ch. 9&10

7 Chs. 9-‐10 Double session:



-‐ Students’ summary: ch. 9&10

(1) Structure of Dorian Gray vs. traditional Victorian novel: Dorian as a figure of art (not a character one identifies with); main topics

of novel: dichotomy between static art (portrait) and process of aging (moral judgment); weariness with life; (teacher input)

(2)Student-‐run session (web quest) Topics: The Aesthetic Movement, Wilde`s critique of Victorian society 8 Ch. 11 Topic: Dorian’s aesthetic life (depending on how artistic the class in, this could be a double-‐session)

Student-‐run class (web quest): Possible topics: l’art-‐pour-‐l’art; Victorian artists; European Decadence; famous yellow book; Victorian Age

9 Break Movie Session (show movie up to here) – Wall Chart etc. on main events of novel so far (comprehension check) 10 Chs. 12-‐14 -‐Students’ summary chs. 12-‐14

-‐Topic: Can we escape our sins? Discuss & write short paragraph in reading journal. 11 Chs.15-‐17 -‐Students’ summary chs. 15&17

-‐Topic: Opium& drug dens for artists in Victorian London. Ask students for similar examples from today’s music & celebrity culture. 12 -‐Student-‐run classes: Complete Wall Chart on events in the novel. Read up on missing chapters. 13 -‐Student-‐run classes: Webquest -‐ to be decided 14 Chs. 18-‐20 -‐Students’ summary chs. 18-‐20.

-‐Class activity: What are the 3 most memorable events in Dorian Gray & why? Discuss. -‐Collect possible topics for essay writing.

15 Write essay on novel in class (500w). Topics: Imagine Oscar Wilde in today’s world: what role would he play (e.g. in the media, power of celebrity, etc.), What lessons can be drawn from the novel? Discuss the cult of youthful beauty/selfie culture as a modern phenomenon.

16 Conclusion / show movie – Film Review: Which actors would you cast in the various roles of the novel, if you were the director of the film?



3. Materials, resources and activities 3.1 Materials Reading materials: For intermediate classes, The Picture of Dorian Gray is available as a shortened version (Black Cat edition): expansive reading approach with suggested lesson activities for teachers. For advanced classes, one can use a full edition. The semester plan would have to be adapted to time requirements of the shorter version of Dorian Gray. Oscar Wilde, The Picture of Dorian Gray – Buch mit Audio (Black Cat Reading and Training, Step 5). (Langenscheidt, 2007) Oxford Bookworms Library: 8. Schuljahr, Stufe 2 -‐ The Picture of Dorian Gray: Reader (Englisch) Taschenbuch – 1. Februar 2008 Oscar Wilde, The Picture of Dorian Gray. (Oxford World’s Classics, 2008).

3.2 Resources -‐ “Victorian Web” provides a useful web resource when teaching Victorianism. URL: http://www.victorianweb.org/ -‐ “British Library Online” offers a variety of materials intended for the classroom, such as short films, articles, key word search, on several works of literature. URL: -‐ www.bl.uk -‐ www.britannica.com Biographies:

Oscar Wilde on biography.com Oscar Wilde on European Graduate School: www.egs.edu/library/oscar-‐wilde/biography

Online journals https://www.psychologytoday.com/articles/201210/whats-‐in-‐face 3.2 Activities on The Picture of Dorian Gray 3.2.1 Warmers and quiz -‐ Discussion time: “Portraiture, Selfies, Self-‐Fashioning” -‐ Discussion time: “Beauty and vanity”

-‐ Quiz: “Dorian Gray in Ten Questions and Answers”, instruction: prepare a list of ten statements on the narrative (including non-‐sensical or non-‐content statements). Students are allowed one quick read-‐through, 30 seconds. You then show a list of the same statements, but reformulated as questions and in a different sequence. Students have to answer the questions. This is a quick and concise way to find your way back into the reading, especially if there has been a break (holidays, tests or such like). This quiz could be done after having completed the reading up till chapter 10.

First transparency/slide: 1. Beauty is in the eye of the beholder. 2. Dorian Gray is seduced by Lord Henry. 3. Basil Hallward believes that art can capture the soul.



4. Dorian’s mother married beneath her class. 5. All art is useless. 6. Basil’s garden smells of roses and lilacs. 7. Dorian hides the painting in a locked room. 8. Beauty is only skin deep. 9. Dorian is engaged to Sybil. 10. The philosophy of pleasure is called hedonism.

Second transparency/slide: 1. Who did Dorian’s mother marry? 2. Where does Dorian hide the painting? 3. All art……? 4. Beauty is only …… ? 5. Who is Dorian engaged to? 6. What is the philosophy of pleasure called? 7. Beauty is in ….. ? 8. What does Basil’s garden smell of? 9. Who seduces Dorian Gray? 10. What does Basil Hallward believe about art?

-‐ student-‐run classes version one: the teacher gives students time, in class, to follow a web quest on a particular topic or theme of Dorian Gray. You will have to assign the topics, but students would be relatively free how they want to pursue the topic. In the end, however, they have to come together and be able to present their findings in class. With large groups of students, it is possible to plan this as a group rally (forming “expert groups” who then are split to meet one member of each group and instruct each other).

-‐ student-‐run class version two: the teacher gives students time to pursue one assigned topic with the aid of the web quest; students come together as groups to prepare a presentation of their topic in class; students present their findings in class.

3.2.2 Themes and topics of Dorian Gray The themes and topics can be constructed in different ways. In order to succeed, students must be able to present coherent knowledge on their required topic; as a group working on the same topic, each member of the group is responsible for one aspect or question, respectively. Victorian Age

To start your web quest, please browse the general cultural and biographical information listed under resources. 1. Please summarize in a few lines the most salient facts you can collect on the Victorian age. 2. List the most important historical events of the late 19th century in England. 3. Find three illustrations (paintings) typical of the Victorian age: how can they be identified? 4. How were novels published in the 19th century? Can you find out about Dorian Gray? 5. In what ways is "Victorianism" important in the novel?



6. Present your findings in class (15 min presentation)

Dorian Gray: L'Art-‐Pour-‐L'Art 1. What does "l'art-‐pour-‐l'art" mean? 2. Please re-‐read the "Preface" of Dorian Gray: can you paraphrase what the writer says about art? 3. Browse the web (starting point under "resources"): what kind of terms and concepts can you collect on "l'art-‐pour-‐l'art"?

Decadence 1. Find an adequate definition of the term: what does "decadence" mean? What does it mean in the context of the novel? 2. Find passages in which "decadence" is explained in the narrative: who explains the concept? Who is affected by it?

Aestheticism

1. Read Lord Henry's thoughts to himself in chapter three on his way from his uncle's to his aunt's. a. Take a careful note of the setting: what does it mean that he is walking from his uncle's to his aunt's? What does it mean that he is in the street? b. What exactly is this passage about? What does Lord Henry mean by "influence"? c. Contextualize Lord Henry's thoughts on his influence on Dorian with the contents of Henry's conversations with his uncle and with the conversation at his aunt's table.

2. What kind of "philosophy", what kind of "psychology" is presented in Lord Henry's musing? Dorian Gray: The Gothic

1. Consider the history of the Gothic: please define the so-‐called Gothic revival? 2. How does the "Gothic" relate to the supernatural? 3. Think of Dorian Gray: in what ways is the Gothic and the supernatural significant to the novel? a. Consider the setting of the novel: the houses, the inside as opposed to the outside. b. Consider the story: at which moments does the "supernatural" become relevant? c. Discuss the changes to the painting in light of what you discovered about the Gothic.

Faustian Theme 1. Get familiar with the Faust legend! 2. In general, what is a Faustian character? Name some examples from the literary canon. 3. In which ways does the Faust legend relate to The Picture of Dorian Gray?

lessonplan fdeii dorian gray - final -...

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