1.  Observe the reading art project in front of you
 Grade the project based on the following
rubric:
 Determine with which reading the project is
associated (do your best!)
 Answer the five questions the artist posed
 Make general comments about the piece
A B C D F
Student appeared
to have spent a
good deal of time
and put forth a
concerted effort
in this endeavor.
Student speared
to have spent
some time and
put forth some
effort in this
endeavor.
Student speared
to have spent
minimal time and
put forth a little
effort in this
endeavor.
Student speared
to have spent
little time and
put forth very
little effort in
this endeavor.
Student
speared to
have spent no
effort in this
endeavor.

2. The discussion will be broken into three parts:
1. Initial discussion—look at how the art
work is an interpretation of a reading
(artist is not allowed to speak or even
identify himself or herself)
2. Artist’s interpretation—the artist can
explain the piece, how it relates to a
reading, etc.
3. General discussion—everyone is allowed to
ask the artist questions and pose general
questions about the piece to the class

3. Prepare for your in-class literature circle
For Wednesday:
Continue to consider gender and sexuality in the readings:
 E. Browning Aurora Leigh (pp. 1138-1152)
 Tennyson “The Lotos-Eaters” (pp. 1166-
1170), “Ulysses” (pp. 1170-1172)
 R. Browning “Porphyria’s Lover” (pp. 1278-1279), “My
Last Duchess” (pp. 1282-1283)
 Rossetti “In an Artist’s Studio” (p. 1493), “Goblin
Market” (pp. 1496-1508)
 Swinburne “Hermaphroditus” (p.1530-1531)
 Field “[Maids, not to you my mind doth change]” (p.
1672)