Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 3 | EL Education Curriculum

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ELA 2012 G8:M2B:U2:L7

Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 3

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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 use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

Supporting Targets

  • I can cite specific text-based evidence to analyze a scene in Pygmalion.
  • I can determine the interaction of setting and character in a scene in Pygmalion.
  • I can use a variety of strategies to determine the meaning of unknown words in Pygmalion

Ongoing Assessment

  • Reader's Notes: Pygmalion, Section 5 (from homework)
  • Mid-Unit 2 Assessment

Agenda

AgendaTeaching Notes

1.  Opening

     A. Entry Task: Checking for Understanding (5 minutes)

2.  Work Time

     A.  Read-aloud: Pages 57-59 (7 minutes)

     B. Mid-Unit 2 Assessment (20 minutes)

     C. Independent Read: Pages 60-62 (10 minutes)

3.  Closing and Assessment

     A.  Share Your Favorite Lines (3 minutes)

4.  Homework

     A.  Reread Section 6 and complete Reader's Notes: Pygmalion, Section 6. 

  • This lesson includes the Mid-Unit 2 Assessment. Before students complete the assessment, they have time to review and discuss the reading they did for homework. Making sure that all students have a clear understanding of setting, plot, and character in Section 5 will make the Mid-Unit 2 Assessment a more reliable measure of whether students can use textual evidence to analyze the scene that follows Section 5, which is presented in the assessment, not just whether students understood the reading.
  • For this purpose, the Checking for Understanding entry task includes both a check on notes and more time for questions about the vocabulary in the Reader's Dictionary. There is also a preview of non-tested vocabulary and phrases in Section 6 to ensure that students are being accurately assessed.
  • Use your discretion and professional judgment as to any textual support needed in the unstructured read-aloud in Work Time A. This would be an ideal time to try out various means of differentiation, extension, or other support.
  • Work Time C is a brief independent read in the text. It is intended to give students a small, controlled experience of reading Pygmalion independently. The overall scoring and date of return of this assessment is left up to the teacher's professional judgment. A 2 point rubric, based closely on the New York State version of the same, is included for scoring assistance on the short responses. Bear in mind, as always, that the sooner an assessment is turned around to students, the more impact it has on their learning. Units 1 and 3 of this module provide a 24 hour turnaround for their Mid-Unit Assessment.
  • Review:

-   Mid-Unit 2 Assessment

-   Reader's Notes: Pygmalion, Section 5

-   Pygmalion, Section 6

-   Fist to Five in Checking for Understanding techniques (see Appendix).

  • Post: Learning targets. 

Vocabulary

dialects; "dash me"; pitch; "bee in her bonnet"; confounded; quaintest; frightfully; gramophone disks

Materials

  • Checking for Understanding Entry Task: Pygmalion, Section 5 (one per student)
  • Pygmalion (play; one per student)
  • Document camera
  • Reader's Dictionary: Pygmalion, Section 6 (one per student and one to display)
  • Reader's Dictionary: Pygmalion, Section 6 (answers, for teacher reference)
  • Mid-Unit 2 Assessment: Using Evidence, Theme, and Inference to Analyze an Unseen Passage in Pygmalion (one per student)
  • Mid-Unit 2 Assessment: Using Evidence, Theme, and Inference to Analyze an Unseen Passage in Pygmalion (answers, for teacher reference)
  • Reader's Notes: Pygmalion, Section 6 (one per student)
  • Reader's Notes: Pygmalion, Section 6 (answers, for teacher reference)
  • 2 Point Rubric: Short Response (for scoring short responses on the Mid-Unit 2 Assessment)

Opening

OpeningMeeting Students' Needs

A. Entry Task: Checking for Understanding (5 minutes)

  • Distribute Checking for Understanding Entry Task: Pygmalion, Section 5 to students as they enter.
  • Direct students to complete the entry task individually. As they do so, circulate to check the Reader's Notes: Pygmalion, Section 5 for completion.
  • When students are done, call on several to share their answers to the entry task.
  • 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-aloud: Pages 57-59 (7 minutes)

  • Let students know that there is a brief section of text to read before the section used on the upcoming assessment.
  • Have students follow along in their Pygmalion text while you read aloud (or use an audio or video version to present the text), and implement any support you have decided to use in this Work Time. 
  • During this time, consider working with a small group whose work in previous lessons suggests they may need extra support with this skill.

B. Mid-Unit 2 Assessment (20 minutes)

  • Tell students that today they get to demonstrate their progress on the learning targets:

*   "I can cite specific text-based evidence to analyze a scene in Pygmalion."

*   "I can determine the interaction of setting and character in a scene in Pygmalion."

*   "I can use a variety of strategies to determine the meaning of unknown words in Pygmalion."

  • Assure students that there are no tricks to this assessment; it really is the exact process they've been practicing in class. Tell students that the assessment focuses on Section 6 of Pygmalion, which follows directly after the read-aloud in Work Time A. This section is copied into the assessment, but students are also welcome to use their Pygmalion texts to find the section they need.
  • Tell students that everyone needs to remain silent until the entire class is finished, that this commitment is how they show respect for one another and is non-negotiable. Write on the board: "If you finish early, you can ..." and include suggestions they made in Module 1, Unit 1 (Lesson 14).
  • Distribute the Reader's Dictionary: Pygmalion, Section 6 and display a copy via a document camera. Explain that these are words in the assessment that students might not understand; because they are not being assessed on these words, you are providing the definitions for them. Review the definitions.
  • Distribute the Mid-Unit 2 Assessment: Using Evidence, Theme, and Inference to Analyze an Unseen Passage in Pygmalion. Remind students that they can and should refer to their books and reread as they complete the assessment. Tell them that you will be concerned if you do not see them rereading as they complete the assessment.
  • Invite students to begin.
  • When time is up, collect students' assessments. When they are done, they should begin Work Time C.
  • Make sure that all appropriate modifications for students with special needs are being implemented during this assessment.

C. Independent Read: Pages 60-62 (10 minutes)

  • Have students read pages 60-62, the section of Act III directly after the text used in the mid-unit assessment, on their own. 

Closing & Assessments

Closing

A. Share Your Favorite Lines (3 minutes)

  •  Ask students take these last few moments to share their favorite lines from text so far. They do not have to limit themselves to the pages used today.
  • Hand out Reader's Notes: Pygmalion, Section 6.

Homework

Homework
  • Reread Section 6 and complete the Reader's Notes: Pygmalion, Section 6.

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