- 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
- Eliza Character Tracker (from homework)
- Checking for Understanding Entry Task: Eliza Character Tracker
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Checking for Understanding Entry Task: Eliza Character Tracker/Unpacking Learning Targets (5 minutes) 2. Work Time A. Close Read: Pygmalion, Section 3 (20 minutes) B. Introducing Readers Theater: Section 3 (10 minutes) C. Eliza Character Tracker: Revisit (5 minutes) 3. Closing and Assessment A. Readers Theater Reflection (2 minutes) 4. Homework A. Finish Reader's Notes: Pygmalion, Section 3. |
- Preparing students beforehand by asking identified students to participate, assigning roles, and handing out scripts ahead of the Readers Theater lessons. If there are students who may benefit from the experience but who will find it challenging, this might be the best course. - Making Readers Theater entirely voluntary by having a sign-up sheet for participation a few days before Readers Theater lessons. - Asking adult and student volunteers to "guest read" occasional Readers Theater excerpts. If you have a theater teacher, club, or group in your school, these might be ideal candidates for guest reading. - Having the entire class read the excerpt chorally. - Having multiple sets of students in the same class read the scene, rotating parts.
- Determine how you are going to assign parts for Readers Theater: Eliza, Higgins, Pickering (two lines), Mrs. Pearce (three lines). - Set up props, costumes, and/or a performance space for the Readers Theater if you choose. - Print larger copies of pages 27-29 for use during the Readers' Theater.
- Text-Dependent Questions: Pygmalion, Section 3 (answers, for teacher reference) - Reader's Notes: Pygmalion, Section 3
|
Vocabulary
agency, self-worth, impetuous, pathos, confidentially, bewildered, zephyr, resolutely, remonstrance
Materials
- Pygmalion (play; one per student)
- Checking for Understanding Entry Task: Eliza Character Tracker (one per student)
- Eliza Character Tracker (from Lesson 3)
- Checking for Understanding Entry Task: Eliza Character Tracker (answers, for teacher reference)
- Text-Dependent Questions: Pygmalion, Section 3 (one per student and one to display)
- Document camera
- Close Reading Guide: Pygmalion, Section 3 (for teacher reference)
- Large-print/enlarged copies of Pygmalion Readers Theater excerpt: pages 27-29 (from Higgins: "Why, this is the girl I jotted down last night" to Eliza: "Liza Doolittle") (one per student)
- Character Note Sheet (one per student)
- Reader's Notes: Pygmalion, Section 3 (one per student)
- Reader's Notes: Pygmalion, Section 3 (answers, for teacher reference)
Opening
Opening | Meeting Students' Needs |
---|---|
A. Checking for Understanding Entry Task: Eliza Character Tracker/Unpacking Learning Targets (5 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."
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Close Read: Pygmalion, Section 3 (20 minutes)
| |
B. Introducing Readers Theater: Section 3 (10 minutes)
* "From these answers, let's make a list of what adjectives might describe the two main characters, Eliza and Henry Higgins."
* "Wow--when you raised your voice to Eliza I could really hear that Henry Higgins is impetuous." * "I could tell by the look on your face that you were trying very hard to show us how Eliza is very nervous." |
|
C. Eliza Character Tracker: Revisit (5 minutes)
- Sense of agency (hunts Higgins down and asks for lessons so she can work in a flower shop) - Sense of self-worth (insists on her rights, defends herself when Higgins calls her names; only sits down when Pickering politely asks her to do so) - Attempts to dress more formally for the meeting (hat with ostrich feathers, "nearly clean apron") - Intimidated/frightened (runs away terrified when Higgins jokes about throwing her out the window)
* "When I woke up this morning, I spilled coffee all over the clean shirt I had on, and I was very angry. Does that mean I am an angry person? Not necessarily. It just means that in that moment, I was angry. An internal characteristic repeats itself over and over throughout the text. For example, we can make a fair guess that since Eliza continues to pity herself in these first three lines, and because she's had this reaction in other places in Act I, this is part of her personality."
* "What does everyone else think about that answer? What evidence is there for it from the text?" |
|
Closing & Assessments
Closing |
---|
A. Readers Theater Reflection (2 minutes)
* "How does Readers Theater help you understand how plot, setting, and character interact (the second learning target for today)?"
|
Homework
Homework |
---|
|
Created by EL Education, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc.