Text-to-Text Connections with Pygmalion | EL Education Curriculum

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ELA 2012 G7:M2B:U2:L9

Text-to-Text Connections with 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)
  • I can select high-quality texts to read independently. (RL.7.11a and b)

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.
  • I can discuss how the independent reading I am doing connects to the plot, characters, and setting of Pygmalion.

Ongoing Assessment

  • Reader's Notes: Pygmalion, Section 7 (from homework)
  • Checking for Understanding Entry Task: Pygmalion, Section 7


AgendaTeaching Notes

1.  Opening

     A.  Unpack Learning Targets/Review Homework (5 minutes)

2.  Work Time

     A.  Close Read: Pygmalion, Section 8 (20 minutes)

     B.  Independent Reading Check-in (10 minutes)

3.  Closing and Assessment

     A.  Text-to-Text Connections: Independent Reading and Pygmalion/Review Learning Targets (10 minutes)

4.  Homework

     A.  Finish Reader's Notes: Pygmalion, Section 8; independent reading, 20 minutes.

  • In this lesson, students read the first half of Act V from Pygmalion. It is in this act that we see the full development of Eliza Doolittle as a character; it will be essential for students to pay close attention to the evidence presented in this act regarding her growth and change.
  • Students also have an independent reading check-in in this lesson. Refer to the Unit 1 Overview for notes on how independent reading has been implemented in this module. Conduct this check-in as best fits the routines and expectations you have already established with your students.
  • The Closing asks students to make connections between their independent reading and Pygmalion. Again, this activity and/or conversation should be planned and conducted as best fits your students' needs. Consider the following:

-   If students are reading fiction, consider a brief activity in which they write or converse in some way about any perceived similarities between the themes, characters, plot, or setting of their books and Pygmalion. If students have shown that they are particularly challenged by a certain element of literature, such as setting, it might be beneficial to focus their conversation on that element.

-   If students are reading nonfiction, the connections may become challenging. Consider developing a series of brief questions devised specifically for nonfiction readers that might help students make connections. Focusing on common themes and/or the concrete items to be found in the setting that may be treated or discussed in a nonfiction book may assist students.

-   Consider having the end product of the activity be something that could be shared publicly, to further expand conversation both about independent reading and the play Pygmalion.

-   Consider modifying the activity by folding it into the independent reading check-in in Work Time B for a 20-minute Work Time total, based in independent reading and connections to Pygmalion. A more extensive class conversation, conferences, or other activities could be conducted with this extended amount of time.

  • The Reader's Notes for Section 7 are collected today to check student progress on recalling and implementing the skill of the "quote sandwich." In the next lesson, students write a quote sandwich within the body of the lesson. Consider using the information from the Reader's Notes to determine what groupings, supports, or extra assistance might be best for students in Lesson 10 during the quote sandwich activity.
  • Review:

-   Close Reading Guide: Pygmalion, Section 8 (for teacher reference)

  • Post: Learning targets.


  • Pygmalion (play; one per student)
  • Text-Dependent Questions: Pygmalion, Section 8 (one per student and one to display)
  • Document camera
  • Close Reading Guide: Pygmalion, Section 8 (for teacher reference)
  • British Dialect/Slang anchor chart (begun in Lesson 2)
  • Independent reading books
  • Reader's Notes: Pygmalion, Section 8 (one per student)
  • Reader's Notes: Pygmalion, Section 8 (answers, for teacher reference)


OpeningMeeting Students' Needs

A. Unpack Learning Targets/Review Homework (5 minutes)

  • Direct students' attention to the learning 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."

*   "I can select high-quality texts to read independently."

  • Ask students to discuss with a partner how the quote sandwich in last night's homework helps them achieve the first two learning targets.
  • Cold call two or three students. Listen for answers such as: "The quote sandwich gives me a clear way to cite and explain evidence from a text."
  • Explain that the third learning target refers to the Independent Reading Check-in that will occur today during the lesson.
  • Have students get out their homework and Pygmalion.
  • Post definitions for the Reader's Dictionary and prompt them to revise their Reader's Dictionaries as necessary.
  • Collect the homework for informal assessment.
  • Research indicates that cold calling improves student engagement and critical thinking. Prepare students for this strategy by discussing the purpose, giving appropriate think time, and indicating that this strategy will be used before students are asked questions.
  • Some students may benefit from being privately prompted before they are called on in a cold call. Although cold calling is a participation technique that necessitates random calling, it is important to set a supportive tone so that its use is a positive experience for all.

Work Time

Work Time

A. Close Read: Pygmalion, Section 8 (20 minutes)

  • Pair students with a partner.
  • Distribute the Text-Dependent Questions: Pygmalion, Section 8 and display a copy using a document camera.
  • Use the Close Reading Guide: Pygmalion, Section 8 to guide students through the series of text-dependent questions related to Section 8.
  • Students will need to be able to see the British Dialect/Slang anchor chart during this portion of the lesson.

B. Independent Reading Check-in (10 minutes)

  • Conduct this check-in with independent reading books in the way that best fits the routines and expectations you have already established with your students. See the Teaching Notes for suggestions.

Closing & Assessments


A. Text-to-Text Connections: Independent Reading and Pygmalion/Review Learning Targets (10 minutes)

  • Conduct this activity in the way that best fits the routines and expectations you have already established with your students. See the Teaching Notes for suggestions.
  • Have students give a "Fist to Five" assessment of how well they feel they achieved their learning targets today.
  • Hand out the Reader's Notes: Pygmalion, Section 8.


  • Finish the Reader's Notes: Pygmalion, Section 8 and complete 20 minutes of independent reading.

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