- I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1
- I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
Long Term Learning Targets
Supporting Targets
- I can cite evidence from the play Pygmalion to analyze its plot and characters.
- I can analyze how plot, character, and setting interact in Pygmalion.
Ongoing Assessment
- Reader's Notes: Pygmalion, Section 9 (from homework)
- Eliza Character Trackers
Agenda
Agenda | Teaching Notes |
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1. Opening A. Review Homework/Read Epilogue (10 minutes) 2. Work Time A. Close Read: Epilogue Excerpt (1o minutes) B. Eliza Character Tracker: Part II (20 minutes) 3. Closing and Assessment A. Return to the Myth of Pygmalion (5 minutes) 4. Homework A. Independent reading, 20 minutes. |
- Close Reading Guide: Pygmalion, Epilogue Excerpt (for teacher reference) - Pygmalion Epilogue Adaptation - Post: Learning targets. |
Materials
- Pygmalion (play; one per student)
- Pygmalion Epilogue Adaptation (one per student)
- Pygmalion Epilogue Excerpt (one per student)
- Text-Dependent Questions: Pygmalion Epilogue Excerpt (one per student and one to display)
- Document camera
- Close Reading Guide: Pygmalion Epilogue Excerpt (for teacher reference)
- Eliza Character Tracker (from Lesson 3; one per student and one to display)
- The myth of Pygmalion (from Unit 1, Lesson 10)
Opening
Opening |
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A. Review Homework/Read Epilogue (10 minutes)
* "I can cite evidence from the play Pygmalion to analyze its plot and characters." * "I can analyze how plot, character, and setting interact in Pygmalion."
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Work Time
Work Time |
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A. Close Read: Epilogue Excerpt (10 minutes)
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B. Eliza Character Tracker: Part II (20 minutes)
* "As I look over the evidence I've collected, I see that Eliza's clothing changed. I'm going to put that under 'What was the change?' Now, I'm going to use evidence and page numbers to support that reason. I will cite the specific evidence about her clothes from Act I (her dirty hat, flower basket, apron, boots) in the 'In the beginning' column, and then her appearance in Act V on page 78 as "sunny, self-possessed, and carrying a small workbasket." Some of the reasons I write may be supported by only one piece of evidence; some reasons I write may draw on several pieces of evidence." * For internal change: "I notice that in Act I, my evidence says that Eliza was afraid and intimidated by Higgins. But by Act V, she is standing up to him completely. I'm going to put that under 'What was the change?' and try to use our vocabulary words about identity to describe the change. This one might be 'confidence' or even 'sense of self-worth,' which we've discussed before. Now, I'm going to use evidence and page numbers to support that reason. I'll put that in Act I, she was speaking with 'feeble defiance' on page 22. But in Act V, on page 88, she says, 'I'll let you see whether I am dependent on you.' I want to make sure I have both page numbers and direct quotes in my evidence, as well."
- The play itself - Reader's Notes - Text-dependent questions
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Closing & Assessments
Closing |
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A. Return to the Myth of Pygmalion (5 minutes)
* "Who is Pygmalion in the play, and why?" (Listen for: Higgins) * "Who is Galatea in the play, and why?" (Listen for: Eliza) * "How does the ending of the play compare or contrast with the ending of the myth?" (Various answers can be considered correct here, the main difference being that Galatea becomes Pygmalion's wife and, presumably, his property and slave.) * "Why do you think Shaw chose to connect his play to the myth of Pygmalion?" (Again, various interpretive answers can be considered correct. Listen especially for answers that support themselves with evidence from play and myth, such as: "Both Higgins and Pygmalion shape a woman into a new person.")
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Homework
Homework |
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