This is a list of concepts covered in class. If you are absent, please familiarise yourself with the topic that you have missed.
Week 7
Friday 2nd September
Library lesson.
You have two options for today's lesson, one of which will become homework -
1) Silent Reading
2) Half page of notes, and a paragraph response to "Consider what the play tells us about the concept of nature vs nurture. Go to the class website and read the information about nature versus nurture in relation to the plot and characters of Pygmalion".
Library lesson.
You have two options for today's lesson, one of which will become homework -
1) Silent Reading
2) Half page of notes, and a paragraph response to "Consider what the play tells us about the concept of nature vs nurture. Go to the class website and read the information about nature versus nurture in relation to the plot and characters of Pygmalion".
Thursday 1st September
Working on class debate.
Working on class debate.
Wednesday 31st August
Working on class debate.
Working on class debate.
Tuesday 30th August
Review questions by Act (These questions can also be found in your workbooks on the front cover of the website).Act 1:
Review questions by Act (These questions can also be found in your workbooks on the front cover of the website).Act 1:
- A bystander defends Higgins with “It’s aw rawt: e’s a gentleman: look at his boots” (page 9). What does this observation signify about social class and crime?
- Higgins identifies Eliza’s neighborhood and upbringing simply by listening to her accent. Do such judgments and assumptions occur in our society? Discuss.
- Compare Higgins’ and Pickering’s treatment of Eliza.
- What does the lengthy description of Higgins’ laboratory tell you about his character? What is important to him? What is of no importance?
- Throughout the opening scene, Mrs. Pearce treats Eliza with disdain. What does her attitude toward the girl illustrate about Mrs. Pearce’s placement in the social hierarchy? Keep in mind Mrs. Pearce is a housekeeper.
- Why do you think Shaw created the character of Alfred Doolittle?
- What is to be done with her afterwards." Explain Mrs. Higgins concerns.
- Expound upon the theme of superficiality as it is presented in this Act.
- Mrs Higgins says Henry "offends all (her) friends." Based on what you've seen of Higgins so far, how do you suppose he offends them? Does that make his own offensive behaviour toward Eliza more acceptable? Explain.
- What do we learn about the character of Mrs.Higgins in this Act? Consider the in depth description of her drawing room.
- Give a short summary of what happens in act four.
- Why does Higgins’ exclamation, “Thank God it’s over!” (p 74) hurt Eliza?
- Give more than one reason Eliza decides to leave Wimpole Street.
- Is Freddy in love, or is he infatuated? On what is his admiration based?
- How is Freddy's relationship with Eliza different than Higgins’? How is it similar? Provide at least two reasons for and against (more if you want to have really thorough notes).
- Why is Alfred Doolittle so unhappy to be wealthy?
- How are Doolittle and Higgins mirror images of one another?
- Under what circumstances does Higgins want Eliza to come back? Try to “read between the lines.”
- What is Eliza’s greatest concern about returning? How does this concern fit in with Victorian morality? Explain.
- Shaw purposely leaves the ending ambiguous. What is his purpose in doing so?
Monday 29th August
The majority of today's lesson will be spent on analysing Act 5
Instructions:
The majority of today's lesson will be spent on analysing Act 5
Instructions:
- Move into groups of 4.
- Number group members from 1 – 4.
- Become an ‘expert’ on your group’s topic. Write your information in ONE puzzle piece.
- Character development.
- Themes/Ideas.
- Plot summary/Key events.
- Conventions (identify exact lines).
- When told, create new groups of 4 – each group should have 1 person of each number.
- Share your information, or puzzle piece, with the rest of the group. In return, write down the information they give you.
- Return to your original groups and compare information.
Week 5
Friday 19th August 2016
1) Write a timeline of events for Act 4 (not a summary. The events need to be in order. At least 8).
2) Move into groups of 3 or 4.
3) Answer the following questions in your group:
1) Write a timeline of events for Act 4 (not a summary. The events need to be in order. At least 8).
2) Move into groups of 3 or 4.
3) Answer the following questions in your group:
- Discuss characterisation. Why does Freddy love Eliza? Is his understanding of her character different than Higgins’s? Compare Freddy’s and Higgins’s motivations.
- Discuss the use of irony. Why do the police approach Freddy and Eliza but not Higgins, Pickering, and Eliza?
- Discuss setting. Why does Shaw associate Freddy with cabs twice in the play? When she leaves with Freddy in a cab, what is Eliza demonstrating
- Discuss themes. What major themes are developed in this Act? In what way does Shaw continue to develop themes this late in the Act?
Thursday 18th August 2016
Listen to, read, and annotate Act 4.
Listen to, read, and annotate Act 4.
Tuesday 16th August 2016
There were large gaps of time between Acts 2 and 3. Consider the following about what may have happened during this time:
• What problems might arise during Eliza’s lessons with Higgins?
• What funny misunderstandings might occur during Eliza’s lessons with Higgins?
• What other characters might interact with Eliza during this time? Consider Mrs. Pearce, Freddy, Mr. Doolittle, and others.
• Consider the relationships among characters. What changes in these relationships might occur?
There were large gaps of time between Acts 2 and 3. Consider the following about what may have happened during this time:
• What problems might arise during Eliza’s lessons with Higgins?
• What funny misunderstandings might occur during Eliza’s lessons with Higgins?
• What other characters might interact with Eliza during this time? Consider Mrs. Pearce, Freddy, Mr. Doolittle, and others.
• Consider the relationships among characters. What changes in these relationships might occur?
Monday 15th August 2016
1) Today we will be analysing Act 3. Firstly, create a one paragraph summary on your google doc.
2) Move into small groups of 3/4. One of each gender at least.
3) You will be given a character, theme or quote to analyse in relation to Act 3.
Topics:
1) Today we will be analysing Act 3. Firstly, create a one paragraph summary on your google doc.
2) Move into small groups of 3/4. One of each gender at least.
3) You will be given a character, theme or quote to analyse in relation to Act 3.
Topics:
- "What is to be done with her afterwards." Explain Mrs. Higgins concerns.
- Expound upon the theme of superficiality as it is presented in this Act.
- Mrs Higgins says Henry "offends all (her) friends." Based on what you've seen of Higgins so far, how do you suppose he offends them? Does that make his own offensive behaviour toward Eliza more acceptable? Explain.
- What do we learn about the character of Mrs.Higgins in this Act? Consider the in depth description of her drawing room.
- Identify one theme, and build this into an issue or an idea about the text.
Week 4
Thursday 11th August 2016
Today we will be looking at the characters so far.
1) Click on the characters tab and read through the information on how to analyse a character.
2) Continue working on character tables on google.docs.
Wednesday 10th August 2016
Today we will be focusing on themes. You need to consider what the theme is (the one or two word 'umbrella', e.g. social class), and then the issue (e.g. social class defines what dreams you can/cannot have).
Please add a fourth column to your table for the issue/idea section. It should be: Theme (1 - 3 words), Issue/Idea (elaborated theme), Evidence, Analysis,
Toward the end of the lesson we will split into groups and work on gaining confidence for a performance.
Today we will be focusing on themes. You need to consider what the theme is (the one or two word 'umbrella', e.g. social class), and then the issue (e.g. social class defines what dreams you can/cannot have).
Please add a fourth column to your table for the issue/idea section. It should be: Theme (1 - 3 words), Issue/Idea (elaborated theme), Evidence, Analysis,
Toward the end of the lesson we will split into groups and work on gaining confidence for a performance.
Tuesday 9th August 2016
1) Timeline creation. Create a timeline of major events in Act 2.
2) Kahoot on Act 2.
3) Answer the following questions on your google document (also found in workbook). Write in full sentences, responses should be 3 + sentences long.
Act 1 - Questions 2, 3 and 4.
Act 2 - Questions 1, 2 and 4.
4) Continue working on the character and themes tables on your google doc.
1) Timeline creation. Create a timeline of major events in Act 2.
2) Kahoot on Act 2.
3) Answer the following questions on your google document (also found in workbook). Write in full sentences, responses should be 3 + sentences long.
Act 1 - Questions 2, 3 and 4.
Act 2 - Questions 1, 2 and 4.
4) Continue working on the character and themes tables on your google doc.
Monday 8th August 2016
1) Watching modern interpretations of Pygmalion.
The Simpsons - My Fair Laddy
Pygmalion - 1938
1) Watching modern interpretations of Pygmalion.
The Simpsons - My Fair Laddy
Pygmalion - 1938
Week 3
Friday 5th August 2016
1) Reading Act 2.
1) Reading Act 2.
Thursday 4th August 2016
1) We are going to start off with doing out best to finish the thematic tables that we started yesterday.
2) Second we are going to start a character table on your google doc. Create a 3x5 table. Column 1 should be labelled name, Column 2 should be trait, and the final column should be evidence.
3) Create a key. All explanations from Act 1 should be done in the same colour. That way we can track the character development throughout the play.
4) Pick 3 characters, and find 2 traits that each character has at this stage of the novel, as well as supporting evidence.
1) We are going to start off with doing out best to finish the thematic tables that we started yesterday.
2) Second we are going to start a character table on your google doc. Create a 3x5 table. Column 1 should be labelled name, Column 2 should be trait, and the final column should be evidence.
3) Create a key. All explanations from Act 1 should be done in the same colour. That way we can track the character development throughout the play.
4) Pick 3 characters, and find 2 traits that each character has at this stage of the novel, as well as supporting evidence.
Wednesday 3rd August 2016
1) We are going to listen to Act 1 on audio book again. This time, you need to be annotating your hard cover copy of the text as we go - remembering what you learnt about annotating a text yesterday.
Today's main lesson focus will be on the emerging themes found in Pygmalion. We will be using a combination of group work, individual work, and class discussion to determine the important things that have already been identified in the play.
2) Complete a paragraph summary (on google doc.) for the first act.
3) Create a themes table - 3 across, and at least 5 down. List all of the themes that we know of so far.
1) We are going to listen to Act 1 on audio book again. This time, you need to be annotating your hard cover copy of the text as we go - remembering what you learnt about annotating a text yesterday.
Today's main lesson focus will be on the emerging themes found in Pygmalion. We will be using a combination of group work, individual work, and class discussion to determine the important things that have already been identified in the play.
2) Complete a paragraph summary (on google doc.) for the first act.
3) Create a themes table - 3 across, and at least 5 down. List all of the themes that we know of so far.
Tuesday 2nd August 2016
1) Re-read/quick summary.
2) Guided close reading. I will go through with you how to analyse each Act, demonstrating how to take apart the play whilst looking for important information.
When we are annotating, keep an eye out for the following things -
Big moments in the plot
References to the title
Character development
Conflict—developing, continuing or resolving
Recurring:
Ideas
Words/phrases
Images
Symbols
Motifs
Author’s craft:
Figurative language
Diction
Voice/ Tone
Style
Structure of the text
3) We will go through the quotation journals as a class.
1) Re-read/quick summary.
2) Guided close reading. I will go through with you how to analyse each Act, demonstrating how to take apart the play whilst looking for important information.
When we are annotating, keep an eye out for the following things -
Big moments in the plot
References to the title
Character development
Conflict—developing, continuing or resolving
Recurring:
Ideas
Words/phrases
Images
Symbols
Motifs
Author’s craft:
Figurative language
Diction
Voice/ Tone
Style
Structure of the text
3) We will go through the quotation journals as a class.
Monday 1st August 2016
1) Click the link on the home page to download your workbook. All responses are to be done on the google doc. that has been shared with you.
2) Today we will read through a summary of each of the main characters (in workbook), so that you are familiar with them as they appear in the text.
3) A quotation journal is when you find one or more significant quotations from the text, and then write a small paragraph examining it's significance.
Look for your name below, you will start a quotation journal on the discuss page (commenting on the appropriate blog post) for your specific act (when we start reading it):
Act 1 - Last names beginning with a or b.
Act 2 - Last names beginning with c or d.
Act 3 - Last names beginning with e, f, g, h, i, j, k.
Act 4 - Last names beginning with l, m, n, o, p.
Act 5 - Last names beginning with t or w.
4) Today we will listen to the audio book of Act 1, so that you get a sense of the accent of each character.
1) Click the link on the home page to download your workbook. All responses are to be done on the google doc. that has been shared with you.
2) Today we will read through a summary of each of the main characters (in workbook), so that you are familiar with them as they appear in the text.
3) A quotation journal is when you find one or more significant quotations from the text, and then write a small paragraph examining it's significance.
Look for your name below, you will start a quotation journal on the discuss page (commenting on the appropriate blog post) for your specific act (when we start reading it):
Act 1 - Last names beginning with a or b.
Act 2 - Last names beginning with c or d.
Act 3 - Last names beginning with e, f, g, h, i, j, k.
Act 4 - Last names beginning with l, m, n, o, p.
Act 5 - Last names beginning with t or w.
4) Today we will listen to the audio book of Act 1, so that you get a sense of the accent of each character.
Week 2
Monday 25th July 2016
1) What is classic Literature?
2) Click on the link below.
3) Once you have finished reading, decide which of the points you agree with, and those you disagree with. You may work in partners.
4) With a partner discuss - what is your favourite book? Is it a classic? Argue why it should or should not be.
1) What is classic Literature?
2) Click on the link below.
3) Once you have finished reading, decide which of the points you agree with, and those you disagree with. You may work in partners.
4) With a partner discuss - what is your favourite book? Is it a classic? Argue why it should or should not be.
5) Compile a list of classic works that you have read/would like to read.
Thursday 28th July 2016
Complete the attached worksheet on context over the next two lessons.
1) Biographical information. Tell me everything you think is important about the author (e.g. biography, family, political stance, strong beliefs).
2) When was Pygmalion written? What was happening in history at this time?
2.1) Take notes on the Edwardian Era. Use the link below to help.
- When was it?
- Who was the ruler? Give 3 facts.
- What was the society like? Including racial and political views of the time.
- What was life like for the average person? Use the link titled 'you in 1905' on the about page to help.
Homework: Go home and take notes on three different Greek Myths.
Complete the attached worksheet on context over the next two lessons.
1) Biographical information. Tell me everything you think is important about the author (e.g. biography, family, political stance, strong beliefs).
2) When was Pygmalion written? What was happening in history at this time?
2.1) Take notes on the Edwardian Era. Use the link below to help.
- When was it?
- Who was the ruler? Give 3 facts.
- What was the society like? Including racial and political views of the time.
- What was life like for the average person? Use the link titled 'you in 1905' on the about page to help.
Homework: Go home and take notes on three different Greek Myths.
Friday 29th June 2016
Part 1
1) Consider the following terms, what do they mean?
Gender Roles
Class Distinctions
2) Research these terms in the context of the Edwardian Era; including what they wore, where they went, jobs held etc.
3) Create a Venn Diagram comparing the differences and similarities of female or male gender roles then and now, or,
Create a class hierarchy diagram explaining Edwardian society, and another one to explain contemporary society.
4) What is the Pygmalion Effect?
Part 2
5) What myths did you discover for homework yesterday?
6) Reading the pygmalion myth. (The myth is on the home page).
7) Understanding the myth. Why does it matter? What does it predict about the text? What parallels are in modern society?
Part 1
1) Consider the following terms, what do they mean?
Gender Roles
Class Distinctions
2) Research these terms in the context of the Edwardian Era; including what they wore, where they went, jobs held etc.
3) Create a Venn Diagram comparing the differences and similarities of female or male gender roles then and now, or,
Create a class hierarchy diagram explaining Edwardian society, and another one to explain contemporary society.
4) What is the Pygmalion Effect?
Part 2
5) What myths did you discover for homework yesterday?
6) Reading the pygmalion myth. (The myth is on the home page).
7) Understanding the myth. Why does it matter? What does it predict about the text? What parallels are in modern society?