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ELA G7:M2B:U1:L10

Independent Reading Celebration and Read-aloud of the Myth of Pygmalion

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Long Term Learning Targets

  • I can self-select text based on personal preferences. (RL.7.11a)

Supporting Targets

Learning TargetsOngoing Assessments
  • I can celebrate my accomplishments in independent reading for this unit. 
  • Independent Reading sharing


AgendaTeaching Notes

1.  Opening

     A.  Identity Journal Entry Task (5 minutes)

2.  Work Time

     A.  Independent Reading Celebration (25 minutes)

     B.  Unit 2 Teaser: Pygmalion Myth Read-aloud (10 minutes)

3.  Closing and Assessment

     A.  Goal-Setting for Unit 2 (5 minutes)

4.  Homework

     A.  Continue reading in your independent book. 

  • This lesson primarily is left open for teachers to determine how you would like to celebrate the independent reading students have been doing throughout Unit 1 and will continue to do through the rest of the module. Suggestions include, but are not limited to:

–   A book swap

–   Reading stories aloud

–   A guest author

–   Writing a class letter to a beloved author

–   Students signing up to give informal book talks about books they love

–   Inviting adults to come in and give book talks

–   Themed book talks (spooky/horror, zombies, animals)

–   Creating and participating in an artistic project that symbolizes the amount of reading done (a paper clip chain, a quote quilt, drawings)

–   Technological options, according to your resources and previously developed activities (writing book reviews online, exploring teen book sites, leaving comments on class blog posts)

–   Library visits

–   Simple, relaxed reading time

  • Be sure, regardless of how you choose to use Work Time A, that you allow time for Work Time B, which involves a read-aloud of the myth of Pygmalion. The text version used here is written in an engaging, narrative form of the myth. However, due to its age (written in the 1960s), students may pick up some references to era-specific notions of proper male and female behavior. Feel free to address these if they come up, and even connect them to the gender-based identity reading in Lesson 2, if possible. Note: It is important to not answer any direct questions about the connection of the myth to the play just yet. Simply encourage connections between the myth and the identity reading just conducted in this unit. (The myth will be revisited in Lesson 12 of Unit 2, when students will be asked explicitly about connections between the myth and the play).
  • In advance: Rehearse reading the myth of Pygmalion with expression and enthusiasm, or arrange for a guest reader.
  • Post: Learning targets.




  • Identity journals (begun in Lesson 1; one per student)
  • Students’ independent reading books (various)
  • “The Myth of Pygmalion” (one per student and one for teacher read-aloud)
  • Document camera
  • Index cards (one per student)



A. Identity Journal Entry Task (5 minutes)

  • Have students open their identity journals to the Entry Task, Lesson 1o:

*   “Take a look at your Identity anchor chart and remember the texts we have read in this unit. What have you learned about yourself, and your identity, through this work? How can you connect to the information and stories that we have read and studied?”

  • Invite students to write quietly for 5 minutes. If anyone wishes to share their work afterward, they may do so, but it is optional.

Work Time

Work Time

A. Independent Reading Celebration (25 minutes)

  • Point out the learning target for this lesson.
  • Dive in and have fun!

B. Unit 2 Teaser: Pygmalion Myth Read-aloud (10 minutes)

  • Note: It is important to not answer any direct questions about the connection of the myth to the play just yet. Simply encourage connections between the myth and the identity reading just conducted in this unit. For example, you might ask:

*   “Whose identity is being shaped in this myth?”

  • Explain that in the next lesson, you will begin reading the play Pygmalion, which also deals with identity in a very interesting way. Note that the title of the play is taken from the Greek myth that you are about to read aloud.
  • Distribute “The Myth of Pygmalion” and display it using a document camera. Ask students to read along as you read aloud.
  • Read aloud, with energy and expression (or have a guest reader do so).
  • Conduct a very informal “Notice and Wonder” class conversation about the myth. Have students hold onto their copies of the myth, since they will revisit it during Unit 2. 

Closing & Assessments


A. Goal-Setting for Unit 2 (5 minutes)

  • Distribute the index cards.Have students consider and write down an achievable, measurable, and specific goal for their independent reading for Unit 2. Model goals that are not achievable (I’ll read every book in the library) or not specific (I’ll get better at reading), and model one or two well-written goals (I’ll move on to the next book in the Harry Potter series.)
  • Have students store the index cards in a place where they can keep them in mind during Unit 2.
  • Give them specific positive praise for their hard work in this unit. 




  • Continue reading in your independent book.

Supporting Materials


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