Reading More Closely: Inferences and Evidence in Pygmalion | EL Education Curriculum

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ELA 2012 G7:M2B:U2:L6

Reading More Closely: Inferences and Evidence in Pygmalion

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Long Term Learning Targets

  • 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)

Supporting Targets

  • 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)

Ongoing Assessment

  • Reader's Notes: Pygmalion, Section 4 (from homework)
  • Text-Dependent Questions: Pygmalion, Section 5
  • Eliza Character Tracker

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Entry Task (10 minutes)

2.  Work Time

     A.  Read Section 5 and Text-Dependent Questions (3o minutes)

3.  Closing and Assessment

     A.  Eliza Character Trackers (5 minutes)

4.  Homework

     A.  Reread Section 5 and complete the Reader's Notes for Section 5.

  • This lesson focuses on close reading to practice citing evidence, making inferences, and analyzing interactions between characters, setting, and plot. Students are repeatedly encouraged to read specific lines closely and interpret the nuances contained within just a few words. All of the practice in today's lesson reaffirms what students have been learning throughout the unit and will be assessed on in the mid-unit assessment in the next lesson.
  • In advance: Post or project the entry task directions: "Take out your finished pyramids and your Reader's Notes from homework last night. Turn in your pyramids and then review your Reader's Notes with a partner. Be prepared to share out."
  • Post: Learning targets.

Vocabulary

flat; absurdities; aestheticism; bravado; genteel; cynical; barometrical; influenza

Materials

  • Pygmalion (play; one per student)
  • Reader's Notes: Pygmalion, Section 4 (answers, for teacher reference) (from Lesson 5)
  • Text-Dependent Questions: Pygmalion, Section 5 (one per student)
  • Close Reading Guide: Pygmalion, Section 5 (for teacher reference)
  • Eliza Character Trackers (from Lesson 3)
  • Reader's Notes: Pygmalion, Section 5 (one per student)
  • Reader's Notes: Pygmalion, Section 5 (answers, for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Entry Task (10 minutes)

  • As students enter the room, ask them to follow the directions posted:

*   "Take out your finished paragraphs and your Reader's Notes from homework last night. Turn in your pyramids and then review your Reader's Notes with a partner. Be prepared to share out."

  • Be sure students have their text, Pygmalion. Direct them to complete the entry task with their partners.
  • After 5 to 7 minutes, call on several to share their answers from their Reader's Notes: Pygmalion, Section 4. See the Reader's Notes: Pygmalion, Section 4 (answers, for teacher reference) for possible answers.
  • Post the correct definitions of the words in the Reader's Dictionary and prompt students to correct their Reader's Notes as necessary. Ask if there are words about which they are confused and clarify as necessary.
  • During this time, consider meeting with a small group of struggling readers and reviewing the Reader's Notes with them. In addition, consider reading out loud and reviewing vocabulary in the passages on the assessment. This would be appropriate only for the least proficient readers.

Work Time

Work TimeMeeting Students' Needs

A. Read Section 5 and Text-Dependent Questions (3o minutes)

  • Let the students know that in Section 5, Eliza does and says some things that are absolutely shocking to the Victorian audiences of the time. Build up students' anticipation for these moments; explain that they would be analogous to a modern example of shocking behavior on a stage (at the time of this writing, Miley Cyrus comes to mind), and explain how risky it was for Shaw to include them in his play. Encourage students to take guesses, as you read, as to what these actions might be.
  • Use the Text-Dependent Questions: PygmalionSection 5 in concert with the Close Reading Guide: Pygmalion, Section 5 (for teacher reference) to guide students through reading this section.
  • Allow students who struggle with processing speed or writing to dictate their answers to the text-dependent questions.

Closing & Assessments

ClosingMeeting Students' Needs

A. Eliza Character Trackers (5 minutes)

  • After reading Section 5, ask students to take out their Eliza Character Trackers and work together with their seat partner to add more details to them from the reading. Remind them to use the answers they came up with for Questions 5 and 7 on their text-dependent questions.
  •  Preview the homework: Reader's Notes: Pygmalion, Section 5.
  • Inform/Remind students that they will have a mid-unit assessment in Lesson 7 on the skills they have been practicing in reading Pygmalion so far. Assure them that you are confident they will do well on this assessment, that you are excited to see their growth as readers, and that they will be assessed on exactly the same skills they have been using in class up until this point.
  • Ask students to hand their Eliza Character Trackers to you as an exit ticket on the way out the door.
  • Circulate as students are completing this step to offer suggestions for where they might look for details.

Homework

Homework
  • Reread Section 5 and fill in the Reader's Notes: Pygmalion, Section 5.

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