Oscar Wilde – The Picture of Dorian Gray - Grade 11 Honors
Published in New York: Modern Library Classics, 1998 (1890).
Framing the Lesson: This close reading assignment is a part of a novel unit, in which students have read the preceding chapters and completed other
assignments based on those chapters. This close reading focuses on an excerpt from chapter 19 of The Picture of Dorian Gray, which emphasizes the novel’s
portrayal of beauty and Aestheticism. Students have already received an informational worksheet, prior to starting the novel, on the Victorian Age (innovations,
social issues/concerns, events, and popular culture relating to London) contemporary to the novel. Students have also received an informational worksheet
displaying two arguments on the role of art in the well-lived life. One argument, from Plato’s Republic, shows that art has the ability to influence human
behaviors, which is why only art that motivates positive actions should be allowed and other art forms should be prohibited. In contrast, the other argument, in
favor of Aestheticism, proves that art does not have the ability to influence people’s motives. People are responsible for their actions. Art is neither moral nor
immoral. Other lessons have been introduced by journal questions that ask students to make predictions based on their knowledge of the time period and
previous events, or questions that encourage students to make text-based inferences to describe a character’s intent or the author’s intent. For this lesson,
students will receive the preface to the1891 edition written by Wilde supporting his Aesthetic views. Students are receiving this document this late in the text so
they will not be swayed by the author’s opinion. Initially, they were given two arguments on how art influences human beings. Now, at the end of the text
Learning Objective: The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing
on a regular basis to analyze, absorb, and consider the role of art in life, as well as aesthetics in general. By reading and rereading the passage closely, and
focusing their reading through a series of questions and discussion about the text, students will learn Dorian’s opposition to art that negatively influences people
and Harry’s belief that art does not influence people. Students will also learn about the characters’ perceptions of beauty, and how these perceptions of beauty
reflect their motives, intentions, and actions. When combined with writing about the passage, students will discover their own beliefs on whether art should
influence life, appreciate the moral arguments posed by literature, and develop a sense of self-efficacy from their ability to create a sophisticated argument from
a complex text.
Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text
as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency
abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is
important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will
then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and
structure of Wilde’s prose. Therefore, rereading is deliberately built into the instructional unit.
Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in
which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must
be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students
to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words
need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. In addition,
in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them.
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Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and
lingered over during the instructional sequence.
Sentence Syntax Task: On occasion students will encounter particularly difficult sentences to decode. Teachers should engage in a close examination of
such sentences to help students discover how they are built and how they convey meaning. While many questions addressing important aspects of the
text double as questions about syntax, students should receive regular supported practice in deciphering complex sentences. It is crucial that the help
they receive in unpacking text complexity focuses both on the precise meaning of what the author is saying and why the author might have constructed
the sentence in this particular fashion. That practice will in turn support students’ ability to unpack meaning from syntactically complex sentences they
encounter in future reading.
Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result
in a close reading of Wilde’s novel. The goal is to foster student confidence when encountering complex text and to reinforce the skills they
have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that
provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and
reinforcing their use of text evidence.
Writing Task: Students will write an informal five paragraph (minimum) essay arguing whether art influence the actions and behaviors of
others, and whether art censorship should exist. This essay is to be written in class. This essay should include direct quotes or paraphrased
sentences from the text and include references from Plato or Aestheticism (from worksheet previously handed out). Teachers might afford
students the opportunity to revise their in-class essays after participating in classroom discussion, or even rewrite their explanation after
receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
Text Selection: This exemplar text, taken from the Modern Library Classics, is a pivotal piece of English literature that illustrates core literary themes, such as
dichotomy, morality, hypocrisy, and aesthetic principles. Students will have read the previous chapters, but the scene serves as an accurate representation of the
issue of the influence of art and the recurring motif of beauty in the novel. This passage allows students to read deeply and extract meaning from a brief passage
that is rich in insight and vocabulary. This passage will also allow them to contemplate the influence of art/media in society.
Outline of Lesson Plan: This lesson can be delivered in one day of instruction and reflection on the part of students and their teacher, or spread
over two days.
Standards Covered: The following Common Core State Standards are the focus of this assignment: RL.1-3,5 ;W.1&5;SL.1.1-2,1.4, 3; L.1-4.1,4.2,6.
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The Text: Wilde, Oscar. An excerpt from The Picture of Dorian Gray
Exemplar Text
Yes, life has been exquisite,” he murmured, “but I am not going to have
the same life, Harry. And you must not say these extravagant things to me. You
don't know everything about me. I think that If you did, even you would turn from
me. You laugh. Don't laugh."
"Why have you stopped playing, Dorian ? Go back and give me the
nocturne over again. Look at that great honey-coloured moon that hangs in the
dusky air. She is waiting for you to charm her, and if you play she will come
closer to the earth. You won't? Let us go to the club, then. It has been a charming
evening, and we must end it charmingly. There is someone at White's who wants
immensely to know you- young Lord Poole, Bournemouth's eldest son. He has
already copied your neckties, and has begged me to introduce him to you. He is
quite delightful, and rather reminds me of you."
"I hope not," said Dorian, with a sad look in his eyes. “But I am tired tonight, Harry. I shan't go to the club. It is nearly eleven, and I want to go to bed
early.”
Vocabulary
Beautiful
Unreasonably high
Tranquil piano
piece
Dim
Influence with
beauty
Delightful
To a huge extent;
very much
Shall not (will not)
“Do stay. You have never played so well as tonight. There was something
in your touch that was wonderful. It had more expression than I had ever heard
from it before."
"It is because I am going to be good," he answered, smiling. "I am a little
changed already."
"You cannot change to me, Dorian," said Lord Henry. "You and I will
always be friends."
"Yet you poisoned me with a book once. I should not forgive that. Harry,
promise me that you will never lend that book to anyone. It does harm."
"My dear boy, you are really beginning to moralise. You will soon be
going about like the converted, and the revivalist, warning people against all the
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Someone who
wants to bring
back old ideas or
customs
sins of which you have grown tired. You are much too delightful to do that.
Besides, it is no use. You and I are what we are, and will be what we will be. As
for being poisoned by a book, there is no such thing as that. Art has no influence
upon action. It annihilates the desire to act. It is superbly sterile. The books that
the world calls immoral are books that show the world its own shame. That is all.
But we won't discuss literature.”
Day One: Instructional Exemplar for Wilde’s The Picture of Dorian Gray
Summary of Activities
1. Teacher introduces the day’s passage with minimal commentary and students read it independently
2. Teacher or a skillful reader then reads the passage out loud to the class as students follow along in the text
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Wrongdoing that
brings one away
from God
Excellently;
brilliantly
3. Teacher asks the class to discuss the first set of text-dependent questions and perform targeted tasks about the passage, with answers in the form of
notes, annotations to the text, or more formal responses as appropriate.
4. For homework, teacher asks students to reread the passage and refine their answers to the questions.
Text Passage under Discussion
Yes, life has been exquisite,” he murmured, “but I am not going
to have the same life, Harry. And you must not say these
extravagant things to me. You don't know everything about me. I
think that If you did, even you would turn from me. You laugh.
Don't laugh."
Directions for Teachers/Guiding Questions For Students
1. Introduce the passage and students read independently.
Other than giving the brief definitions offered to words students would likely
not be able to define from context (underlined in the text), avoid giving any
background context or instructional guidance at the outset of the lesson while
students are reading the text silently. This close reading approach forces
students to rely exclusively on the text instead of privileging background
knowledge and levels the playing field for all students as they seek to
comprehend Wilde’s novel. It is critical to cultivating independence and
creating a culture of close reading that students initially grapple with rich texts
like Wilde’s prose without the aid of prefatory material, extensive notes, or
even teacher explanations.
2. Read the passage out loud to the class as students follow along in the text.
Asking students to listen to The Picture of Dorian Gray exposes students a
second time to the rhythms and meaning of Wilde’s language before they begin
their own close reading of the passage. Since the text is not written in the
contemporary syntactic patterns of American English, students need to become
familiar with Wilde’s style. Although students have read previous chapters of
the novel, it is pertinent that they do not rush through the novel so they can
understand each character’s point of view and develop comprehension of the
text. Speaking clearly and carefully will allow students to follow Wilde’s
prose, and reading out loud with students following along improves fluency
while offering all students access to this complex text. Accurate and skillful
modeling of the reading provides students who may be dysfluent with accurate
pronunciations and syntactic patterns of English.
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Text Passage under Discussion
"Why have you stopped playing, Dorian ? Go back
and give me the nocturne over again. Look at that
great honey-coloured moon that hangs in the dusky
air. She is waiting for you to charm her, and if you
play she will come closer to the earth. You won't? Let
us go to the club, then. It has been a charming evening,
and we must end it charmingly. There is someone at
White's who wants immensely to know you- young
Lord Poole, Bournemouth's eldest son. He has already
copied your neckties, and has begged me to introduce
him to you. He is quite delightful, and rather reminds
me of you."
Directions for Teachers/Guiding Questions For Students
Tranquil
piano piece
Dim
Influence
with beauty
Delightful
To a huge
extent; very
much
3. Ask the class to answer a small set of text-dependent guided questions and
perform targeted tasks about the passage, with answers in the form of notes,
annotations to the text, or more formal responses as appropriate.
As students move through these questions and re-read the text, be sure to check
for and reinforce their understanding of academic vocabulary in the
corresponding text (which will be boldfaced the first time it appears in the
text). At times, the questions themselves may focus on academic vocabulary.
(Q1) Why does Harry want Dorian to continue playing the piano? What
literary device does he use to emphasize his demand? How does Harry’s
language reflect what we already know about his character?
This question is purposely worded so students will not respond “because
Dorian can make the moon come closer to the earth”. This question builds
students’ familiarity with figurative langage. Teachers should ask students to
identify the literary device used because this inflation of language, commonly
used by this character, reflects this character’s admiration of beauty. Students’
answers should include Harry’s preoccupation with beauty, Dorian’s beauty,
Dorian’s expression of beauty in his music, and the use of personification of
the moon to compliment Dorian.
Sidebar: Clip of a Nocturne
If students are unfamiliar, show them a video or play a nocturne. Explain that
nocturne also means “night scene”. So, they understand the relation to the setting
and the music’s dark tone.
http://www.youtube.com/watch?v=7b3TNiPjQq4&feature=related
(Q2) What does it mean that “She is waiting for you to charm her, and if you
play she will come closer to the earth”? What images or ideas does the word
“charm” bring to mind?
Harry is emphasizing how beautiful Dorian plays. Dorian plays so well that the
moon, an inanimate object, is pleased by his music. Dorian’s music is so
wonderful that the moon (immortal) would come closer to the earth, so she
could hear Dorian (mortal) play. Dorian’s music (art associated with beauty)
wins him notice. This question will strengthen students’ familiarity with
character studies and deepen their comprehension of the plot progression based
on characters’ intentions.
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Text Passage under Discussion
"Why have you stopped playing, Dorian ? Go back and give me
the nocturne over again. Look at that great honey-coloured moon
that hangs in the dusky air. She is waiting for you to charm her,
and if you play she will come closer to the earth. You won't? Let
us go to the club, then. It has been a charming evening, and we
must end it charmingly. There is someone at White's who wants
immensely to know you- young Lord Poole, Bournemouth's
eldest son. He has already copied your neckties, and has begged
me to introduce him to you. He is quite delightful, and rather
reminds me of you."
"I hope not," said Dorian, with a sad look in his eyes. “But I am
tired to-night, Harry. I shan't go to the club. It is nearly eleven,
and I want to go to bed early.”
Directions for Teachers/Guiding Questions For Students
Tranquil
piano piece
Dim
Influence with
beauty
Delightful
To a huge
extent; very
much
Shall not (will
not)
“Do stay. You have never played so well as tonight. There was
something in your touch that was wonderful. It had more
expression than I had ever heard from it before."
(Q3) In this section of the text (“Why…me of you.”), Harry
frequently uses imperative language, giving commands and
stating what he and Dorian must do. How does this language
and syntax relate to what he is requesting of Dorian?
Harry’s language, resembling rules, sounds like a rigid itinerary
for he and Dorian to follow. Harry expresses all of the things
that he would like to do with strong language, the same strong
language that has been swaying Dorian from the beginning of
the novel. Harry’s use of imperative language shows his need
and desire for Dorian. Dorian is his closest friend, but also the
only person who can satisfy his aesthetic needs, as a lover of
beauty and art. Dorian’s music, presence, and company are all
intoxicating and satisfies Harry. Knowing Dorian also becomes
a privilege because others, such as young Lord Poole, want to
meet Dorian and try acquainting themselves with Harry to do
so. This question will strengthen students’ familiarity with
character studies and deepen their comprehension of the plot
progression based on characters’ intentions.
(Q4) Why does Dorian think he played with “more
expression”? How does Harry’s reply appear to counter
Dorian’s claim?
"It is because I am going to be good," he answered, smiling. "I am
a little changed already."
Dorian believes that he played better because of his decision to
become a better person. He believes that this newfound innate
goodness of the soul has permeated into his music. Dorian feels “a
little changed already”, due to his revelation. However, Harry
claims that Dorian “cannot change” to him, which suggests this idea
of becoming good will not happen. Harry will always know who
Dorian truly is, what entices/motivates Dorian, and because Dorian
will ultimately be the same Dorian, they will always be friends.
This question will strengthen students’ familiarity with character
studies and deepen their comprehension of the plot progression
based on characters’ intentions.
"You cannot change to me, Dorian," said Lord Henry. "You and I
will always be friends."
"Yet you poisoned me with a book once. I should not forgive that.
Harry, promise me that you will never lend that book to anyone. It
does harm."
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Text Passage under Discussion
Directions for Teachers/Guiding Questions For Students
"Yet you poisoned me with a book once. I should not forgive that. Harry,
promise me that you will never lend that book to anyone. It does harm."
"My dear boy, you are really beginning to moralise. You will soon be
going about like the converted, and the revivalist, warning people
against all the sins of which you have grown tired. You are much too
delightful to do that. Besides, it is no use. You and I are what we are, and
will be what we will be. As for being poisoned by a book, there is no
such thing as that. Art has no influence upon action. It annihilates the
desire to act. It is superbly sterile. The books that the world calls
immoral are books that show the world its own shame. That is all. But
we won't discuss literature.”
Someone
who
wants to
bring back
old ideas
or
customs
Wrongdoi
ng that
brings one
away
from God
Excellentl
-y;
brilliantly
(Q5) Dorian claims that Harry poisoned him with a book.
What is he referring to? Support Dorian’s claim that the
book “does harm”. How does the notion of being
influenced by art relate to Aestheticism?
Students should realize that Dorian is referring to the only
book Dorian mentions and practically worships in the
novel, the yellow book given by Harry. This book does
harm because it influenced him to practice unsavory
behaviors (visiting opium dens, going to nightclubs, etc.).
According to Aestheticism, art has no moral or immoral
influence on people. So, Dorian’s conviction that this
book negatively influenced him conflicts with
Aestheticism. Answering this question will require
students to draw material from throughout the text and
will be very useful to students when they transition to the
writing assignment.
(Q6) Harry tells Dorian he is “beginning to moralise”.
What tone does Harry use in saying this? Does his tone
suggest that moralizing is a positive or negative thing?
This is another good comprehension question to test and
see if students can use tone to distinguish which
definition of moralize they should use (criticize morals of
others or to analyze something morally). By realizing the
context in which Harry is speaking, students will realize
that Harry is lecturing to him, and reprimanding him for
trying to criticize how people live their lives. Thus, Harry
is negatively using moralize with a slightly authoritative,
firm tone.
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Text Passage under Discussion
"My dear boy, you are really beginning to moralise. You will
soon be going about like the converted, and the revivalist,
warning people against all the sins of which you have grown
tired. You are much too delightful to do that. Besides, it is no
use. You and I are what we are, and will be what we will be. As
for being poisoned by a book, there is no such thing as that. Art
has no influence upon action. It annihilates the desire to act. It
is superbly sterile. The books that the world calls immoral are
books that show the world its own shame. That is all. But we
won't discuss literature.”
Directions for Teachers/Guiding Questions For Students
Someone
who wants
to bring
back old
ideas or
customs
Wrongdoin
g that
brings one
away from
God
Excellently
-y;
brilliantly
(Q7) After re-reading the section of the text on the wagon and ball
example, ask students to engage in this experiment themselves if
materials allow, or to guide the teacher in physically re-creating it
or a similar experiment that illustrates the law of inertia.
Feynman’s example shows the principle behind inertia—“that
things which are moving tend to keep on moving, and things which
are standing still tend to stand still”—a point he stressed in his
explanation of what it means to know something. Teachers should
note that Feynman’s father is quick to confess to not knowing why
there is a law of inertia (“nobody knows”), but does explain the law
through an example that he then uses to extract a “general
principle.”
(Q8) Summarize the final paragraph. How does Harry’s point of
view relate to the ideas of Aestheticism? What key words are used
to describe his point of view?
Harry tells Dorian that he should stop trying to be moral, and he
should accept who he has become and the desires he
enjoys/enjoyed. He indirectly states that Dorian shouldn’t blame his
shame on a book (art) because art does not influence our actions.
Art is free from morality, it is neither moral nor immoral.
Answering this question will require students to apply this portion
of the text to a larger concept (Aestheticism) and will help students
brainstorm when they transition to the writing assignment. Students
should include keywords/phrases: annihilates desire to act, sterile,
no influence, etc.
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Day Two: Informal Essay Writing Assignment: Directions for Teachers and Students / Guidance for Teachers
In class, write a 5 paragraph (minimum) essay that answers the following questions: In The Picture of Dorian Gray, we see
characters who believe the purpose of art is to inspire goodness, while others believe that art cannot influence human behavior.
Does art influence the actions and behaviors of others? Do you agree with Plato’s view that art influences others? If so, do you also
believe in art censorship? Why or why not? OR Do you agree with the followers of the Aesthetics movement who opposed the idea
that art influences people’s motives? Use evidence from the novel to support your claims. Each essay should explain the purpose of
art in relation to how it affects others.
Teachers should direct students back to their notes as each of the examples will have been discussed at some length. Teachers should also
encourage students to refer back to their informational worksheets.
Teachers may find it helpful to take one side of the argument, or a side not presented, develop notes on it. Teachers may also find it helpful
to divide students into groups based on their argument and brainstorm ideas, research evidence from the text, and from the worksheets.
Students who do not need support can help others who need more support for “scaffolding” and promote cooperative learning.
Extension Activity for Day Three: During the next class period, the teacher could have students peer review or revise the essays.
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References
Wilde, Oscar. (1998). The picture of Dorian Gray. New York: Modern Library.
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