Lesson Plan Template

Date: March 1, 2020 Teacher’s Name: Lawrence Donohue

Subject: ELA Grade level: 7th Grade
Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is for students to gain a deeper
understanding of a text through noticing interactions between literary elements, such
as setting, plot, and characters. The students will learn how to analyze and make
inferences about these elements and support their inferences or analysis with
evidence from the text. These lessons will serve as a building block to determining
the theme of a text and using these skills to understand other texts the student may
encounter.

Lesson Title: Understanding Interactions in Pygmalion

Lessons in the Segment:
• Day 1 – Background Information and Setting
• Day 2 – The Interactions of Story Elements
• Day 3 - Making Inferences

Essential Question(s):
1) What are story elements?
2) What does it mean for story elements to interact?
3) What does it mean to make an inference?

Learning Content Standard: RL. 7.1 - Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the
text.

Pre-Assessment: Determines prerequisite skills and knowledge students have about

the lesson
- On Day 1, students will complete a Do-Now activity in which they will read the lyrics
of a song from an adaptation of Pygmalion. They will make inferences about what the
play could be about and indicate specific lyrics that led them to their conclusion.
 Learning Objectives:
Day 1 - Students will: use textual evidence
to support a comparative analysis of an
informational text.
Day 2 - Students will: analyze the
interactions between story elements in the
play Pygmalion by George Bernard Shaw.


Day 3 - Students will: make inferences
about the characters and plot of Pygmalion
and support their inferences with evidence
from the text.
Assessments:
1) Students will complete a comparison
matrix in which they make claims
based on an informational text and
cite their evidence from the text.
2) Students will complete a graphic
organizer in which they analyze the
interactions between story elements.
3) Students will complete a worksheet
in which they make inferences about
the characters and plot of Pygmalion
and cite quotes from the text as
evidence.

Differentiation: Describe the students who need differentiation and specify how you will
meet their needs in this learning segment.
- Ernesto and Maria — both students are English Language Learners who have scored
Level 1 on the New York State ELA test, meaning they are well below proficient in
standards for their grade. I will meet their needs in this learning segment by stressing
academic language and using their social language skills to promote academic skills.
Some strategies that will benefit these students include modeling through think-
alouds, word-collectors and graphic organizers, and having the students paraphrase.

Academic Language: 1) Identify a key language function and one essential learning
task within the learning segment that allows students to practice the function. 2)
Identify the vocabulary and one additional language demand related to the language
function and learning task. 3) Describe the instructional and/or language supports
you will develop to address the language demands to help learners understand and
use the language they need.
1) A key language function is citing information to support an analysis of or inference
about the text. One essential learning task that will allow students to practice this
is answering questions by making claims, finding evidence to support their claims,
and writing and sharing aloud the evidence they find.
2) Academic vocabulary includes “analyze,” “cite,” “inference,” “elements,”
“interact,” “plot,” “setting,” “character,” “italics,” and “stage directions.”
Another language demand related to the language function is this discourse of
analyzing text and citing their evidence.
3) Instructional and language supports I will develop include PowerPoint slides with
definitions, graphic organizers and word-collectors, such as the “reader’s
dictionary” (from Expeditionary Learning, but I have slightly modified it), modeling
the use of academic language, having students paraphrase, and co-shaping
conversations to get students to use the academic language.
Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
1) Hand out lyrics for the song “Why Can’t the English?”
2) Play “Why Can’t the English?” for the students from YouTube: https://www.youtube.com/
watch?v=t8zhp699FXg. Explain to the students that this song is from the musical My Fair
Lady, which is loosely based on the play we will be reading in class, Pygmalion by George
Bernard Shaw.

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s
lesson)
1) Do-Now (written on Slide 3 of the PowerPoint): “This song is from a film adaptation of the
play we will be reading, Pygmalion. Listen to and read the lyrics. What do you think the
play will be about? Underline or circle the lyrics that led you to think this.”
2) After finishing the do-now, ask students to speak to a partner about their answers. Then ask
some students to share their answer aloud.

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
1) Tell students that it takes place in London in the early 20th century. Ask students what they
might know about this setting. If they have seen movies, such as Titanic or Mary Poppins,
explain that these movies take place in the same time period that Pygmalion is set in and that
we will be learning some background information on this setting today. For students who
might not know of those movies or any information about London or the early 20th century,
present reference pictures or short videos for them.

Initial Phase
Direct Instruction (input, modeling, check for understanding)
1) Introduce the concept of setting to the students. Present the definition of setting on
PowerPoint slide 4. Students will take notes on the PowerPoint slide 4 and extra spoken
information with guided notes.
2) Tell the students that today we will be learning more about the setting of Pygmalion.
Introduce the students to the Victorian and Edwardian eras on PowerPoint slide 5. Students
will take notes on slides 5-6 and extra spoken information with guided notes.
1) The Victorian era: Slide 5
2) The Edwardian era: Slide 5
3) Tell the students that Pygmalion was written in 1913 and takes place in the
Edwardian era. Talk about how the beliefs and culture of the Victorian period had
a large influence on the Edwardian era and even our world today, so we will be
learning some information on both eras.
3) Edwardian Clothing: Slide 6 — Point out how the clothing pictured are examples of the very
fashionable clothing of the day.
4) Present the students with the “London Slums” PowerPoint slides (Slides 7-9). Tell them that
the play takes place in London, England and that one of the main characters comes from
the slums of London. Students will take notes on slides 7 and 8 and extra spoken
information with guided notes.
5) Present the students with the Victorian depictions of the slums by Phil May on PowerPoint
slide 9. Have the students recall the “Edwardian Clothing” slides. Tell them that while
these illustrations are from the Victorian period, not the Edwardian, we can still see how
differently the poor and the rich would have dressed.
Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Switch to the “Social Class in Victorian England” slide (Slide 10). Introduce students to the
article “Victorian Women: Not What You Might Think” by Gina Zorzi Cline, which they will
read as a class. Before they read, introduce the Comparison Matrix, and tell students we
will use this to compare two social classes that will play a role in the play.
2) Before they read, present the definitions of vocabulary words that appear in the article on
PowerPoint Slide 11. Keep this slide open as the students read.
3) Students will then read the article as a class. After students read, direct them back to look
more closely to the “Working Classes” and “Middle Class” sections of the article. Tell them
that these are the sections we will work with with our Comparison Matrix.
4) Write down the first row of the matrix on the board. Model the first question on the
comparison matrix: “How much money did people of this class have?” Model and think-
aloud how you are looking back at the “Working Classes” section to find your first answer.
Find the sentence “With only the father’s income, the family would be quite poor, so
women looked for other ways to continue to make money” (Cline, 2014). Say, “This
sentence shows me that people of the Victorian working class had very little money” and
write that in the first section of the matrix.
5) Direct students to the “Cite your Evidence” section of the matrix.
1) Explain that to cite evidence means to write down the quote that proves your
answer. Present the definition for “cite” on PowerPoint slide 12.
2) Write down the above quote in that section. Then answer the next section on the
Middle Class. Write an answer such as, “The amount of money people had
differed based on their job” and cite the sentence “Some members of this class
were small shopkeepers who barely made ends meet while others were incredibly
wealthy businessmen” (Cline, 2014) as your evidence.
6) Then direct students to the Similarities/Differences section of the matrix. State out loud
how you are looking back at your answers. Say that you see that working-class people in
Victorian England had little money and that some middle class people also had little money,
and write that as your “Sim.” Then say that you see from your answers that some middle
class people were wealthy depending on their job, which is not the case for working-class
people. Write that as your “Diff.”
7) Next, ask the students to work together to answer the next row of the matrix. Some
students can then share their answers aloud.

Independent Practice (what students will do to reinforce learning of the lesson)

1) For homework, students will complete the Comparison Matrix. Students will receive 1 point
each for correctly answering each row, 1 point for each row in which they correctly cite their
evidence, and 1 point for each row in which they correctly identify similarities and
differences. A full-credit assignment will receive 6 points.

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Review the definitions of Setting, Victorian Era, and Edwardian Era.
2) Exit Ticket: Ask students two write two or three things they have learned today
about Victorian and/or Edwardian England and one or two questions they still have.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) For homework, students will complete the Comparison Matrix. Students will receive 1 point
each for correctly answering each row, 1 point for each row in which they correctly cite their
evidence, and 1 point for each row in which they correctly identify similarities and
differences. A full-credit assignment will receive 6 points.
Materials: (items, technology, etc.)
- PowerPoint Presentation
- “My Fairy Lady ‘Why Can’t the English Learn to Speak?’ Music Video” YouTube video:
https://www.youtube.com/watch?v=t8zhp699FXg
- Copy of “Why Can’t the English?” lyrics
- Guided notes
- Copy of “Victorian Women: Not What You Might Think” by Gina Zorzi Cline
- Comparison Matrix: Working and Middle Classes in Victorian Society
- References:
- Setting. (n.d.). Retrieved from https://literaryterms.net/setting/
- History.com Editors. (n.d.). Victorian Era Timeline. Retrieved from https://
www.history.com/topics/19th-century/victorian-era-timeline
- Edwardian Life: Royalty and Empire. (n.d.). Retrieved from https://www.pbs.org/
manorhouse/edwardianlife/royalty.html
- Diniejko, A. (n.d.). Slums and Slumming in Late-Victorian London. Retrieved from
http://www.victorianweb.org/history/slums.html
- Dictionary.com. (n.d.). Rough-and-tumble. In Dictionary.com dictionary. Retrieved
March 14, 2020, from https://www.dictionary.com/browse/rough-and-tumble
- Dictionary.com. (n.d.). Boarder. In Dictionary.com dictionary. Retrieved March 14,
2020, from https://www.dictionary.com/browse/boarder
- Merriam-Webster. (n.d.). Aristocracy. In Merriam-Webster.com dictionary. Retrieved
March 14, 2020 from https://www.merriam-webster.com/dictionary/aristocracy
- Merriam-Webster. (n.d.). The Landed Gentry. In Merriam-Webster.com dictionary.
Retrieved March 14, 2020 from https://www.merriam-webster.com/dictionary/
the%20landed%20gentry
- Cline, G. Z. (2014). Victorian Women: Not What You Might Think. Retrieved March
14, 2020 from http://www.toolboxpro.org/secure/teachers/4481/
Victorian%20Women.pdf
- MyLove4Musicals. (2013, January 19). My Fair Lady “Why Can’t the English Learn to
Speak” Music Video [Video]. YouTube. https://www.youtube.com/watch?
v=t8zhp699FXg

Procedure: Day 2
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s
lesson)
1) Do-now (Written on Slide 18 of the PowerPoint): “1) What is a character in a story? What
are some examples of characters in a popular book/movie/T.V. show? 2) What is plot? In
one sentence, describe the plot of your favorite book/movie/T.V. show.”
2) After completing the do-now, ask students to share their answers with the person next to
them. Tell them to use the sentence-starters on Slide 18. Some students can then share
their answers aloud.

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
1) Tell the students that in the last lesson, we looked at setting. Now we will look at
character and plot and finally begin reading Pygmalion. Tell the students that different
accents and ways of speaking are important to both the plot and characters in Pygmalion,
 and ask them to share anything they know about British accents or about accents and ways
of speaking in general.

Initial Phase
Direct Instruction (input, modeling, check for understanding)
1) Introduce the students to the concept of story elements. Present the definition of story
elements on Slide 19 of the PowerPoint. Tell the students that the story elements we will
be looking at today are Setting, Plot, and Characters. Present the definitions of plot and
characters on Slide 19 of the Powerpoint. Students will take notes on slide 19 and extra
spoken information with guided notes.
2) Tell the students that today, we will be reading a section of Pygmalion and that we will be
analyzing the interactions of the story elements. Present the definition for Analyze on Slide
20 and the definition for Interaction on slide 21. Students will take notes on slides 20-21
with guided notes.
3) Give an example of story elements and their interactions on Slide 22 of the PowerPoint,
using the story of “Little Red Riding Hood.”
4) Tell the students that we will now begin reading Pygmalion, and pass out copies of the
text, the reader’s dictionary, and the “Story Elements in Pygmalion Section 1” and
“Interactions in Pygmalion Section 1” graphic organizers. Both graphic organizers are
inspired by Expeditionary Learning’s “Reader’s notes: Pygmalion, Section 1.” Tell them to
pay attention to the story elements and how they interact with each other. Inform the
students that for around the first five pages (up to page 9 in the text), they will be silently
reading along while you play an audio version of the play. This is so that the students can
have a better understanding of the characters’ accents. After you turn off the audio,
however, students will be reading aloud. Ask students to volunteer to read the roles of The
Flower Girl, the Mother, the Daughter, the Gentleman, the Bystander, the Notetaker, and a
student to read the stage directions aloud.
5) Introduce students to the concept of stage directions on Slide 23 of the PowerPoint.
Students will take notes on Slide 23 with guided notes.

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Play the “Pygmalion [FULL Audiobook]” audio on YouTube. The link is on Slide 24 of the
PowerPoint. Remind students to read along silently as they listen to the audio. Begin the
audio at 10:37, the beginning of Act 1. All questions asked during the reading are from
Expeditionary Learning’s “Text-Dependent Questions: Pygmalion, Section 1” (Expeditionary
Learning, 2014).
1) Pause the audio at 11:11, after the line “… with a notebook in which he is writing
busily” (Shaw, 2004). Direct the students to the phrase “Pedestrians running for
shelter into the market and under the portico of St. Paul’s Church …” (Shaw,
2004). Tell the students that a “portico” is a covered walkway. Ask them to look
up the word “pedestrian” in their reader’s dictionaries and rewrite the phrase in
their own words (Expeditionary Learning, 2014). Then ask a student to read their
answer aloud and resume the audio.
2) Pause the audio again at 13:07, after the line “Nah then, Freddy: look wh’ y’
gowin, deah” (Shaw, 2004). Tell the students that here, the author is trying to
convey the Flower Girl’s dialect using phonetic spelling (Expeditionary Learning,
2014). Ask students to look up the words “dialect” and “phonetic” in their
reader’s dictionaries and ask them what, in their own words, the author is trying
to do (Expeditionary Learning, 2014).
3) Pause the audio at 14:14, after the line “Will ye-oo py me f ’them?” (Shaw,
2004). Read aloud the stage directions, “[Here, with apologies, this desperate
 attempt to represent her dialect without a phonetic alphabet must be
abandoned as unintelligible outside London.]” (Shaw, 2004). Ask students what
the word “unintelligible” may mean in this sentence (Expeditionary Learning,
2014). Look for an answer such as “People who live in London might understand
what the Flower Girl is saying, but people outside London are going to have a
hard time understanding it” (Expeditionary Learning, 2014). Repeat that
“unintelligible” means difficult to understand, and tell students to add this
definition to their reader’s dictionaries.
2) From this point on, have the students read the text aloud.
1) Pause the reading after the line “No. I’ve nothing smaller than sixpence” (Shaw,
2004) on page 9 of the text. Explain that words like “sixpence,” “tuppence,” and
“sovereign” are terms for British money (Expeditionary Learning, 2014). Then
continue the reading.
2) Pause again on page 11 of the reading after the stage directions “What’s the
row?” (Shaw, 2004). Explain that this was British slang at the time for “What’s the
problem?” (Expeditionary Learning, 2014). Then continue the reading.
3) Pause again on page 12 after the line “Really, sir, if you are a detective, you need
not begin protecting me against molestation by young women until I ask you.
Anybody could see that the girl meant no harm” (Shaw, 2004). Explain that at the
time this play was written, “molestation” meant “annoyance” or
“harassment” (Expeditionary Learning, 2014).
3) Continue reading until the stage direction “[She is conducted by the more sympathetic
demonstrators back to her plinth, where she resumes her seat and struggles with her
emotion]” (Shaw, 2004) on page 12 of the text.
4) Tell students that we will now be analyzing the interactions in the section we just read.
Direct them to the “Story Elements in Pygmalion Section 1” graphic organizer and present
the organizer on Slide 25 of the PowerPoint. Tell students that you have already filled in
the plot for them. Ask students for the setting and characters of the scene they read and
fill them in on the PowerPoint as students fill them in on their own graphic organizers.
1) For the setting, the students answers should include “Covent Garden,” “raining
at night,” and “under the portico of St. Paul’s church” (Expeditionary Learning,
2014).
2) Characters should include the Daughter, the Mother, the Bystander(s), Freddy, the
Flower Girl, the Gentleman, and the Note Taker. (Expeditionary Learning, 2014).
5) Direct students to the “Interactions in Pygmalion Section 1” graphic organizer and present
the organizer on Slide 26 of the PowerPoint. Model how to answer the first row. Ask aloud,
“How does the rain in the setting interact with the action of the plot?” Refer back to the
plot notes in the “Story Elements in Pygmalion Section 1” graphic organizer. Find “A family
is caught in the rain, and the son cannot find a cab. They take shelter under the portico.”
State that the rain in the setting creates the action of the plot because it causes the
characters to gather under the portico (Expeditionary Learning, 2014). Write this in the
interaction box in the first row of the organizer as students fill in their organizers.
6) Students will then work with a partner to complete the second row of the “Interactions in
Pygmalion Section 1” graphic organizer. Some students can then share their answers aloud.

Independent Practice (what students will do to reinforce learning of the lesson)

1) For homework, students will reread the first section of Pygmalion (pages 7-12 in the text).
They will figure out and write the remaining blank definitions on their reader’s dictionaries
(2 points). They will also complete the third row of the “Interactions in Pygmalion Section
1” graphic organizer. They must correctly identify two story elements that interact (2
points) and correctly explain in the Interaction box how these two elements interact (2
points). A full-credit assignment will receive a total of 6 points.
Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Ask students if they have any questions about story elements, interactions, or the
play.
2) Exit Ticket on Slide 27: “Essential Questions: 1) What are story elements? 2) In your
own words, what does it mean for story elements to interact?”

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) For homework, students will reread the first section of Pygmalion (pages 7-12 in the text).
They will figure out and write the remaining blank definitions on their reader’s dictionaries
(2 points). They will also complete the third row of the “Interactions in Pygmalion Section
1” graphic organizer. They must correctly identify two story elements that interact (2
points) and correctly explain in the Interaction box how these two elements interact (2
points). A full-credit assignment will receive a total of 6 points.

Materials: (items, technology, etc.)

- PowerPoint Presentation
- Guided Notes
- Copy of Pygmalion
- “Pygmalion (FULL Audiobook)” video on YouTube: https://www.youtube.com/watch?
v=ULY_UVIX-BI
- “Story Elements in Pygmalion Section 1” graphic organizer, inspired by
Expeditionary Learning’s “Reader’s notes: Pygmalion, Section 1”
- “Interactions in Pygmalion Section 1” graphic organizer, inspired by Expeditionary
Learning’s “Reader’s notes: Pygmalion, Section 1”
- Expeditionary Learning’s Reader’s Dictionary, slightly modified
- References
- Shaw, G. B. (2004). Pygmalion. The Pennsylvania State University.
- Audio Books. (2013, September 14). Pygmalion (FULL Audiobook) [Video].
YouTube. https://www.youtube.com/watch?v=ULY_UVIX-BI
- Expeditionary Learning. (2014). Grade 7: Module 2B. Expeditionary Learning
Outward Bound, Inc.

Procedure: Day 3
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s
lesson)
- Do Now: Students are presented with a Norman Rockwell painting on Slide 30 of the
PowerPoint and asked “What do you think is happening in this painting? Why do you think
this?”
- After completing the do-now, students can share their answers with the person next to
them and then aloud with the class.
Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
1) Go over the Reader’s Dictionary homework with the students. Tell the students that as they
learn new words from the play, they can add them to the Reader’s Dictionary
2) Go over the “Interactions in Pygmalion Section 1” graphic organizer that students
completed for homework. Collect the organizer as an assessment, but do not collect the
Reader’s Dictionary, as students will continue to use it.
3) Tell the students that today, we will be finishing Act 1 of Pygmalion and that we will be
making inferences about the characters. Ask the students if anyone knows what it means to
make an inference.

Initial Phase
Direct Instruction (input, modeling, check for understanding)
1) Introduce the students to the concept of making inferences on slide 31 of the PowerPoint.
Students will take notes on Slide 31 with guided notes.
1) Tell the students that they made an inference about the story of a painting
during their do-now activity.
2) Ask the students for some other examples of times in which they make
inferences. Have them structure their example with the sentence starter on Slide
31: “When/if ____, I can infer that _____.”
2) Before beginning the reading, inform students that the section we will be reading today is
a continuation the scene we read in the last class. To review the beginning of the act,
present the “Story Elements in Pygmalion Section 1” graphic organizer, now completed
with the students’ answers from last class, on Slide 32 of the PowerPoint.
3) Hand out the Conversation Frame organizer and the “Pygmalion Section 2 - Making
Inferences from the Conversation on Pages 15-16” worksheet. Tell the students that we will
be using these to help us analyze and make inferences after we read the section.

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Tell the students that we will now finish reading Act 1 of Pygmalion. Ask the students to
volunteer to read aloud the parts of the Bystander, the Note Taker (who will later be called
Higgins), the Flower Girl, the Gentleman (who will later be called Pickering), the Sarcastic
Bystander, the Mother, the Daughter, and Freddy. Ask another student to volunteer to read
the stage directions aloud.
2) Have students open their texts to page 12 and begin reading with the Bystander’s line “He
ain’t a tec. He’s a blooming busy-body: that’s what he is. I tell you, look at his
boots” (Shaw, 2004). Before the student reads the line, tell the class that “tec” is short for
detective. Then continue the reading.
1) Pause the reading on page 12 after the stage directions “[turning on him
genially]” (Shaw, 2004). Tell the students that genial means cheerful or friendly.
Tell them to add this word and definition to their reader’s dictionaries. Then
continue the reading.
2) Pause on page 13 after the Flower Girl’s line “I’m a good girl, I am” (Shaw, 2004).
Ask students to think of what “melancholy” could mean and call on a student to
give their answer. Inform the students that melancholy means sadness, and ask
them to add this word and definition to their reader’s dictionaries.
3) Continue reading until the Daughter’s line “Will you please keep your impertinent
remarks to yourself?” (Shaw, 2004) on page 14. Inform students that impertinent
means rude. Tell them to add this word and definition to their reader’s
dictionaries. Then continue the reading.
4) Pause again after the stage directions “[Her daughter repudiates her with an
angry shrug and retires haughtily.]” (Shaw, 2004) on page 14. Tell students that
 to repudiate means to reject. Tell them to add this word and definition to their
reader’s dictionaries.
5) Pause again on page 15 after the stage direction “[with feeble defiance]” (Shaw,
2004). Explain that feeble means weak, and tell the students to write this word
and definition in their reader’s dictionaries.
6) Continue reading until Higgins’s line “You said you could change half-a-
crown” (Shaw, 2004) on page 17. Ask the students, if Higgins calls the Flower Girl
a “liar” when he is shocked by her mendacity, what could “mendacity” mean?
After a student shares their answer, have the students add this word and the
definition of “untruthfulness” to their reader’s dictionaries. Then continue
reading until the end of Act 1.
3) Tell students to take out their Conversation Frame as you present the frame on Slides 33-34
of the PowerPoint. Say that we will be using the conversation frame to summarize a
conversation in the text we just read. Direct them to the conversation between the Flower
Girl, the Gentleman, and the Note Taker on pages 15-16, beginning with the stage
directions “All the rest have gone except …” (Shaw, 2004) and ending with the Note Taker’s
line “And on the profits of it I do genuine scientific work in phonetics, and a little as a poet
on Miltonic lines” (Shaw, 2004). Say that we will fill out the Conversation Frame as a class.
Then each student will write a summary of the conversation on their own using our answers
for the Frame Questions.
4) Model how to answer the first Frame Question, “What question or topic was brought up or
referred to?” Think aloud that you are referring back to the reading. Find the Gentleman’s
line “How do you do it, if I may ask?” (Shaw, 2004) and the Note Taker’s response “Simply
phonetics. The science of speech. That’s my profession; also my hobby” (Shaw, 2004). Say
that you remember from the reading that the Gentleman is asking how the Note Taker
guesses where everyone is from. Write “The Gentleman asks The Note Taker how he
guesses where people are from. The Note Taker speaks of his job and hobby of phonetic
science” as your answer.
5) Ask the students to raise their hands and answer the other frame questions as they move
through the conversation. After completing the frame, have the students write a short
summary based on the frame answers in their notebooks. Some students can then share
their summaries aloud.
6) Direct the students to the “Pygmalion Section 2 - Making Inferences from the Conversation
on Pages 15-16” worksheet, which is inspired by Expeditionary Learning’s “Text-Dependent
Questions: Pygmalion, Section 2.” Students will work with a partner to complete the first 2
questions on the worksheet. Present the sentence starter for making inferences on Slide 35
of the PowerPoint. Note that students should use a quote from the text in their answers.
7) Tell the students that they can use their summaries and the Conversation Frame as a guide
when making their inferences, but they should always refer directly to the text. After
completing the first two questions of the worksheet, students can share their answers
aloud.

Independent Practice (what students will do to reinforce learning of the lesson)

1) For homework, students will complete the “Pygmalion Section 2 - Making Inferences from
the Conversation on Pages 15-16” worksheet. Each of the students’ answers must include 1)
an inference (2 point) and 2) a quote from the text that supports their inference (2 points).
The students’ inferences must also be structured using the sentence starters. A full-credit
assignment will receive 6 points.

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Ask students if they have any questions.
2) Exit Ticket on Slide 36: “Essential Question: In your own words, what does it mean
to make an inference?”

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) For homework, students will complete the “Pygmalion Section 2 - Making Inferences from
the Conversation on Pages 15-16” worksheet. Each of the students’ answers must include 1)
an inference (2 point) and 2) a quote from the text that supports their inference (2 points).
The students’ inferences must also be structured using the sentence starters. A full credit
assignment will receive 6 points.

Materials: (items, technology, etc.)

- PowerPoint Presentation
- Guided Notes
- Copy of Pygmalion
- Expeditionary Learning’s Reader’s Dictionary, slightly modified
- “Pygmalion Section 2 - Making Inferences from the Conversation on Pages 15-16”
worksheet, inspired by Expeditionary Learning’s “Text-Dependent Questions:
Pygmalion, Section 2”
- “Conversation Frame for Pygmalion Section 2, pages 15-16”
- References
- Shaw, G. B. (2004). Pygmalion. The Pennsylvania State University.
- Surber, K. (n.d.). What is Inference? - How to Infer Intended Meaning. Study.
https://study.com/academy/lesson/what-is-inference-how-to-infer-
intended-meaning.html.
- Making Inferences. (n.d.). Lumen. Retrieved 9 April 2020 from https://
courses.lumenlearning.com/developmentalreading/chapter/making-
inferences/.
- Expeditionary Learning. (2014). Grade 7: Module 2B. Expeditionary Learning
Outward Bound, Inc.

References and Resources: Cite (APA style) sources, texts, lesson plans used
- Setting. (n.d.). Retrieved from https://literaryterms.net/setting/
- History.com Editors. (n.d.). Victorian Era Timeline. Retrieved from https://www.history.com/topics/
19th-century/victorian-era-timeline
- Edwardian Life: Royalty and Empire. (n.d.). Retrieved from https://www.pbs.org/manorhouse/
edwardianlife/royalty.html
- Diniejko, A. (n.d.). Slums and Slumming in Late-Victorian London. Retrieved from http://
www.victorianweb.org/history/slums.html
- Dictionary.com. (n.d.). Rough-and-tumble. In Dictionary.com dictionary. Retrieved March
14, 2020, from https://www.dictionary.com/browse/rough-and-tumble
- Dictionary.com. (n.d.). Boarder. In Dictionary.com dictionary. Retrieved March 14, 2020,
from https://www.dictionary.com/browse/boarder
- Merriam-Webster. (n.d.). Aristocracy. In Merriam-Webster.com dictionary. Retrieved
March 14, 2020 from https://www.merriam-webster.com/dictionary/aristocracy
- Merriam-Webster. (n.d.). The Landed Gentry. In Merriam-Webster.com dictionary.
Retrieved March 14, 2020 from https://www.merriam-webster.com/dictionary/the%20landed%20gentry
- Cline, G. Z. (2014). Victorian Women: Not What You Might Think. Retrieved March 14, 2020
from http://www.toolboxpro.org/secure/teachers/4481/Victorian%20Women.pdf
- MyLove4Musicals. (2013, January 19). My Fair Lady “Why Can’t the English Learn to
Speak” Music Video [Video]. YouTube. https://www.youtube.com/watch?v=t8zhp699FXg
- Shaw, G. B. (2004). Pygmalion. The Pennsylvania State University.
- Audio Books. (2013, September 14). Pygmalion (FULL Audiobook) [Video]. YouTube. https://
www.youtube.com/watch?v=ULY_UVIX-BI
- Expeditionary Learning. (2014). Grade 7: Module 2B. Expeditionary Learning Outward
Bound, Inc.
- Surber, K. (n.d.). What is Inference? - How to Infer Intended Meaning. Study. https://
study.com/academy/lesson/what-is-inference-how-to-infer-intended-meaning.html.
- Making Inferences. (n.d.). Lumen. Retrieved 9 April 2020 from https://
courses.lumenlearning.com/developmentalreading/chapter/making-inferences/.

Self-Reflection of the lesson: