- 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.