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.

•  Explain to students that unlike other reading lessons, today they will be discussing the entire play. Give specific positive praise to students for diligently filling out the Reader's Notes. This thinking has prepared them to contribute to discussion today. Encourage them to use their Reader's Notes while they look for specific examples to support their ideas.
• Below are the three main World Cafe questions and related probing questions (see supporting materials).

1. We learn from the epilogue that Eliza marries Freddy, as she said she would in Act V, and that she had absolutely no intention of marrying Higgins.

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.

1. Higgins states in Act V: "The great secret, Eliza, is not having bad manners or good manners or any other sort of particular manners, but having the same manner for all human souls." Where else in the play do we find evidence of this belief through Higgins's actions? Use specific examples from different parts of the play to support your thinking.
2. In the original myth, Galatea, the statue created by Pygmalion, comes to life. How does Eliza come to life in the play? Use specific examples from different parts of the play to support your thinking.

• Directions for the World Cafe follow.

-   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).

• During the World Cafe, circulate and use the Discussion Assessment Tracker to assess students on SL.7.1.

 Round I:

• Ask each triad to choose a student to be the "Recorder" for the first round. The Recorder will write down ideas from the group's conversation on the recording chart at the table. Ask all groups to have their Recorder raise his or her hand.
• Remind students to use their Reader's Notes and the play to support their discussions. Remind them of the goals they set in the opening part of class about conversations that deepen everyone's understanding of the play.
• Focus students on the question on their table card prompts. Ask them to read the question aloud and then discuss that question. Ask the Recorder to take notes on the table's recording chart. Remind Recorders to make their letters about 1 inch high so that their writing will be visible when posted at the end of the activity.
• After 3 minutes, use the signal to get students' attention. Explain the transition that they will do momentarily:

-   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.

• Signal students to transition quickly and quietly.

Round II:

• Give specific positive praise for strong discussions--e.g., text-based, focused on the question, building on each other's ideas, asking each other questions.
• Be sure that the Round I Recorder has remained at his/her original table. Tell the class the following three steps, then prompt them to begin:

-   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.

• Remind students to use their Reader's Notes and the text to support their discussions. Prompt the Round II Recorder to take notes on the table's recording chart. Remind Recorders to make their letters about 1 inch high so that their writing will be visible when posted at the end of the activity.
• After 3 minutes, use the signal to get students' attention. Remind them of the transition:

-   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.

• Signal the transition to Round III.

 Round III:

• Repeat the process from Round II.
• Be sure that the Round II Recorder has remained at his/her Round II table. Review the three steps, then prompt them to begin:

-   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.

• Remind them to use their Reader's Notes and the novel to support their discussions. Prompt the new Recorder to take notes on the table's recording chart. Remind Recorders to make their letters about 1 inch high so that their writing will be visible when posted at the end of the activity.
• After 3 minutes, use the signal to get students' attention. Remind them of the transition:

-   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.

• Signal the transition to Round IV.

 Round IV:

• Repeat the process from Round III.
• Be sure that the Round III Recorder has remained at his/her Round III table. Review the three steps, then prompt them to begin:
• The Round III Recorder summarizes the conversation that happened at that table during Round III.
• Choose a new Round IV 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.
• After 3 minutes, use the signal to get students' attention. At this point, students should have discussed each of the questions on the table card prompts. Thank students for their participation and collaboration during the World Cafe. Point out several specific things you noticed about how they used the protocol more effectively this time than the first time.
• Ask all Round IV Recorders to bring their recording charts to the front of the room and post them so that they are visible to all students.
• As a closing for this activity, ask students to think of one thing they saw or heard today that helped make discussions effective. When they have thought of one, they should raise their hands. When more than half the class has a hand up, call on several students to share their thinking.