- I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
Long Term Learning Targets
Supporting Targets
- I can effectively engage in discussions with my classmates about the characters, setting, and plot in Pygmalion.
- I can analyze the play by citing specific evidence and recognizing patterns from the beginning, middle, and end of the novel.
Ongoing Assessment
- World Cafe charts
Agenda
Agenda | Teaching Notes |
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1. Opening A. Review Learning Targets (5 minutes) 2. Work Time A. World Cafe (35 minutes) 3. Closing and Assessment A. Exit Ticket and Preview Homework (5 minutes) 4. Homework A. Complete the Eliza's Identity: Exit Ticket and Homework. |
- World Cafe protocol directions (one for document camera or charted on board) - Classroom divided into three sections, with each having enough room for one-third of the class to sit at tables in groups of three (triads) - Table card prompts (each table of triads within a section should have a different question; repeat for each larger section) - One recording chart for each triad (the recording chart is simply a large piece of paper, ideally a piece of flip chart) - A marker for each triad
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Materials
- World Cafe Questions (for teacher reference)
- Pygmalion (play; one per student)
- Recording chart (one per triad)
- Markers (one per student)
- Table Card prompts (one per triad)
- World Cafe protocol directions (written on chart or displayed on document camera)
- Document camera
- Discussion Assessment Tracker (for teacher reference)
- Eliza's Identity: Exit Ticket and Homework (one per student)
Opening
Opening |
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A. Review Learning Targets (5 minutes)
* "What can you do to make sure your conversation helps everyone in your group analyze the entire play? When you have thought of two things, raise your hand."
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Work Time
Work Time | Meeting Students' Needs |
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A. World Cafe (35 minutes) Note: Directions for the World Cafe protocol follow. They are almost identical to the directions in Module 1, Unit 1, Lesson 9, except that teachers offer specific praise for strong discussions (instead of smooth transitions) focused on textual evidence throughout the play. In case you don't need to read the whole protocol again, the questions are listed here. When teaching this lesson, first review the protocol with students and then share the discussion questions.
In fact, George Bernard Shaw fought all his life to keep Eliza from marrying Higgins in future versions of the stage play and the movie; people wanted "the happy ending" so badly that they even rewrote the play without Shaw's knowledge, which infuriated him, and he too rewrote the play to make his position on Eliza and Higgins clearer. Where else in the play does Shaw make it clear that Eliza does not have the personality, or the desire, to marry Higgins? Use specific examples from different parts of the play to support your thinking.
- Ask students to take out their text, Pygmalion. - Arrange students into triads, with each triad sitting at a table with materials for the World Cafe: recording chart, a marker, and one Table Card prompt (see supporting materials). - Display the World Cafe protocol directions on the document camera or on a chart. Briefly review the protocol directions. - Remind students that they have done this protocol once before, in Module 1. Tell them that it will feel fast-paced at first, because it's designed to give every student a chance to think for a bit about each question. Caution students that you will interrupt their conversations, but they'll have a chance to keep working with their ideas at the end of the activity. Review the simple signal you will use to indicate when each round is done (e.g., raising hands, clapping).
Round I:
- The Recorders will stay seated at the table where they have been working. - The other pair of students in each triad will stand and rotate together to the table in the next section with different table card prompts.
Round II:
- The Round I Recorder summarizes the conversation that happened at that table during Round I. - Choose a new Round II Recorder from the new students at the table. - The new group reads the question on their table card prompt, then begins a discussion about that question.
- Round II Recorders will stay seated at the table where they have been working. - The other pair of students in each triad will stand and rotate together to the table in the next section with different table card prompts.
Round III:
- The Round II Recorder summarizes the conversation that happened at that table during Round II. - Choose a new Round III Recorder from the new students at the table. - The new group reads the question on their table card prompt, then begins a discussion about that question.
- Round III Recorders will stay seated at the table where they have been working. - The other pair of students in each triad will stand and rotate together to the table in the next section with different table card prompts.
Round IV:
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Closing & Assessments
Closing |
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A. Exit Ticket and Preview Homework (5 minutes)
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Homework
Homework | Meeting Students' Needs |
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