You are here

ELA G7:M2B:U2

Identity Transformation in Pygmalion

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge: Introducing Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can select high-quality texts to read independently. (RL.7.11a and b)
  • I can build my background knowledge about the setting of the play we will read in this unit.
  • I can make predictions and inferences based on a text.
  • 3-2-1 Exit ticket
  • Gallery Walk
  • Spirit Read

Lesson 2Understanding Interactions: Launching Pygmalion, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)

 

  • I can analyze the play Pygmalion for internal and external characteristics of its main character, Eliza.
  • I can analyze how plot, character, and setting interact in Pygmalion.
  • Text-Dependent Questions: Pygmalion, Section 1
  • None

Lesson 3Understanding Interactions: Launching Pygmalion, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)

 

  • I can track the development of Eliza Doolittle as a character through the play Pygmalion.
  • I can cite specific evidence from the play Pygmalion to determine Eliza’s internal and external characteristics.
  • Eliza Character Tracker
  • Checking for Understanding Entry Task: Pygmalion, Section 1
  • Reader’s Notes: Pygmalion, Section 1
  • None

Lesson 4Introducing Readers Theater: Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite evidence from the play Pygmalion to analyze its plot and characters.
  • I can analyze how plot, character, and setting interact in Pygmalion.
  • Eliza Character Tracker (from homework)
  • Checking for Understanding Entry Task: Eliza Character Tracker
  • None

Lesson 5Analyzing Character: Eliza Character Pyramid

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite evidence from the play Pygmalion to analyze its plot and characters.
  • I can analyze how plot, character, and setting interact in Pygmalion.
  • Reader’s Notes: Pygmalion, Section 3 (from homework)
  • Checking for Understanding Entry Task: Pygmalion, Section 3
  • Go Go Mo

Lesson 6Reading More Closely: Inferences and Evidence in Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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.

 

  • Reader’s Notes: Pygmalion, Section 4 (from homework)
  • Text-Dependent Questions: Pygmalion, Section 5
  • Eliza Character Tracker
  • None

Lesson 7Mid-Unit Assessment: Evidence and Inference in Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)

 

  • 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.
  • Reader’s Notes: Pygmalion, Section 5 (from homework)
  • Mid-Unit 2 Assessment
  • None

Lesson 8Analyzing Key Scenes in Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.
  • Reader’s Notes: Pygmalion, Section 6 (from homework)
  • None

Lesson 9Text-to-Text Connections with Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.
  • Reader’s Notes: Pygmalion, Section 7 (from homework)
  • Checking for Understanding Entry Task: Pygmalion, Section 7
  • None

Lesson 10Citing Evidence: The Ending of Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite evidence from the play Pygmalion to predict the ending of the play.
  • I can analyze how plot, character, and setting interact in Pygmalion.

 

  • Reader’s Notes: Pygmalion, Section 8 (from homework)
  • Checking for Understanding Entry Task: Pygmalion, Section 8
  • Super Speed Quote Sandwich
  • Eliza Character Tracker
  • None

Lesson 11Closing Reading and Summarizing: The Epilogue of Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite evidence from the play Pygmalion to analyze its plot and characters.
  • I can analyze how plot, character, and setting interact in Pygmalion.
  • Reader’s Notes: Pygmalion, Section 9 (from homework)
  • Eliza Character Trackers
  • None

Lesson 12Writing an Argument Essay: Developing Claims and Reasons

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can develop and choose relevant and compelling reasons, supported by strong evidence from Pygmalion, to support the claim I am making in my argument essay.
  • Eliza Character Tracker
  • Take a Stand

Lesson 13Writing an Argument Essay: Introducing the Writing Prompt and Model Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W7.4)
  • I can begin the writing process for an argument essay on Pygmalion.
  • I can analyze the argument in a model essay.
  • Venn diagram
  • Writing Improvement Tracker
  • None

Lesson 14Writing an Argument Essay: Analyzing the Model

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5).

 

  • I can use the writing process to determine my strengths and challenges in essay writing.
  • I can determine the evidence and structure needed for writing an argument essay on Pygmalion.
  • Writing Improvement Tracker (from homework)
  • Analyzing Evidence in the Model Essay handout
  • Analyzing Structure of the Model Essay handout
  • Exit ticket
  • None

Lesson 15Writing an Argument Essay: Gathering Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

 

  • I can use the writing process to organize the evidence I need for an argument essay on Pygmalion.
  • I can gather information from the text to use in my argument essay on Pygmalion.
  • Pygmalion Essay Planner (homework from Lesson 14)
  • Eliza Character Trackers
  • Peer Review
  • Praise-Question-Suggest

Lesson 16Writing the Argument Essay: Moving from Planner to Drafting

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can analyze a model essay for a strong conclusion, transitions, and a formal style.
  • I can write an organized argument essay about Pygmalion.
  • Pygmalion Essay Planner (from homework)
  • Eliza Character Tracker
  • Pygmalion essay draft
  • None

Lesson 17End of Unit 2 Assessment, Part 1: Drafting the Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

 

  • I can draft an argument essay about Pygmalion.
  • In my essay, I can support my claim with details and quotes from the play.
  • In my essay, I can explain how my details support my claim.
  • Pygmalion Essay Planner (from homework)
  • End of Unit 2 Assessment essay draft
  • None

Lesson 18World Café about Pygmalion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can effectively engage in discussions with my classmates about the characters, setting, and plot in Pygmalion.
  • I can analyze the play by citing specific evidence and recognizing patterns from the beginning, middle, and end of the novel.
  • World Café charts
  • World Cafe

Lesson 19End of Unit Assessment, Part 2: Revise Essay Drafts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2)
  • I can use feedback from others to revise and improve my essay.
  • I can use correct grammar and punctuation in my essay.
  • I can use new vocabulary appropriately in my essay.
  • End of Unit 2 Assessment, Part 2: Revised essay
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up