Pygmalion Day 1

Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.- serious; sober; grim; unsmiling2. impertinent (Act 1) adj.- rude; impolite; discourteous3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate4. malice (Act 2) n- hostility; hate; bitterness5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated6. peremptorily (Act 2) adv.- determinedly; willfully; assertively7. audacity (Act 2) n.- boldness; rudeness8. pretension (Act 3) n.- showing off; bragging9. morosely (Act 3) adv.- gloomily; sadly10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless11. fervently (Act 4) adv.- passionately; intensely; emotionally12. presumptuous (Act 4) adj.- bold; overconfident; forward13. decorum (Act 4) n.- decency; proper behavior; polite conduct14. accosts (Act 5) v.- confronts; faces; advances upon15. reproach (Act 5) n.- blame; disapproval; criticismPygmalion Day 1Pygmalion MythReading GoalWe will read and discuss the Pygmalion Myth that inspired Shaw’s play, especially forthe for the ability to later compare and contrast the two stories. We will also gain somebackground information on the purpose behind Shaw’s Pygmalion.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposePre-Reading1. Have you heard of Aphrodite or Venus? Who is she or what is she famous for?2. What do you know about rhetoric? In what way can it be influential or important?Read Aloud/Listening Comprehension & Guided Skill QuestionsRead the Pygmalion Myth below then discuss the questions that follow.Pygmalion was a confirmed bachelor; there were so many qualities in women that he despised that hecould not bear the idea of marriage. He was a sculptor, and had made with wonderful skill a statue ofivory, so beautiful that no living woman came anywhere near it. It was indeed the perfect semblance of amaiden that seemed to be alive, and only prevented from moving by modesty. His art was so perfect that itconcealed itself and its product looked like the workmanship of nature. Pygmalion admired his own work,and at last fell in love with the counterfeit creation. Oftentimes he laid his hand upon it as if to assurehimself whether it were living or not, and could not even then believe that it was only ivory. He caressed it,and gave it presents such as young girls love, - bright shells and polished stones, little birds and flowers ofvarious hues, beads and amber. He put raiment on its limbs, and jewels on its fingers, and a necklace aboutits neck. To the ears he hung earrings, and strings of pearls upon the breast. Her dress became her, and shelooked not less charming than when unattired. He laid her on a couch spread with cloths of Tyrian dye, andcalled her his wife, and put her head upon a pillow of the softest feathers, as if she could enjoy theirsoftness.

Pygmalion Day 1 (continued)Pygmalion Myth; Preface ix-xiiThe festival of Venus (Aphrodite) was at hand - a festival celebrated with great pomp at Cyprus.Victims were offered, the altars smoked, and the odour of incense filled the air. When Pygmalion hadperformed his part in the solemnities, he stood before the altar and timidly said, "Ye gods, who can do allthings, give me, I pray you, for my wife" - he dared not say "my ivory virgin," but said instead - "one likemy ivory virgin." Venus (Aphrodite), who was present at the festival, heard him and knew the thought hewould have uttered; and as an omen of her favour, caused the flame on the altar to shoot up thrice in afiery point into the air. When he returned home, he went to see his statue, and leaning over the couch,gave a kiss to the mouth. It seemed to be warm. He pressed its lips again, he laid his hand upon the limbs;the ivory felt soft to his touch and yielded to his fingers like the wax of Hymettus. While he standsastonished and glad, though doubting, and fears he may be mistaken, again and again with a lover's ardourhe touches the object of his hopes. It was indeed alive! The veins when pressed yielded to the finger andagain resumed their roundness. Then at last the votary of Venus found words to thank the goddess, andpressed his lips upon lips as real as his own. The virgin, named Galatea, felt the kisses and blushed, andopening her timid eyes to the light, fixed them at the same moment on her lover. Venus blessed the nuptialsshe had formed, and from this union Paphos was born, from whom the city, sacred to Venus, received itsname.Source Information: http://www.dl.ket.org/latin1/mythology/3fables/love/pygmalion.htm"Manual of Mythology" by Alexander S. Murray3. In the myth, the love between Pygmalion and Galatea is strong and passionate—weeven know it is at least somewhat lasting as they produce a son. Would you consider thelove between them true or not? Why? If Galatea developed non-physical humanqualities (i.e. personality traits), how do you think Pygmalion might have felt about herthen? Why?Read the Preface (ix-xii) then discuss the following questions:4. What is Shaw’s “big beef” and what is his opinion about rhetoric in general?5. Do you agree that art should always be didactic (have a lesson to teach, usuallymoral)? Why or why not? Do you think most art and literature is didactic or not? Why?Vocabulary Introduction Hand out copies of vocabulary and glossary (included at theend of this doc).

Pygmalion Day 2Act 1 p. 1-10 (10 pages)Reading GoalWe will discuss the roles of rhetoric and social class structure as they are represented inthe opening act of George Bernard Shaw’s play Pygmalion, set in 1916 England.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposePre-Reading1. Review Pygmalion & Galatea Myth answers from yesterday.2. What do you know about social classes during this time period? Do you think it waseasy or hard to bridge social gaps or move classes within the structure? Why or whynot?Guided Skill Questions3. Does our society in America today have defined social classes? What are they? Dothe same “rules” apply in our democratic society as applied in England in 1916? Howhas society changed since then? How is it different? Do you think the changes arepositive or negative? Support your answer.4. SS/current event connection: Some people have called President Obama a socialist,largely due to the health care reform bill he is supporting. What connection can youmake between that and our current social class divisions? Why is this bill such acontroversial issue?Read Aloud/Listening Comprehension WITH Student Reading (each person takes arole and plays that character for the entire Act)Characters in Act 1:• Daughter (Clara)• Mother• Bystander• Freddy• Flower Girl• Gentleman (becomes Pickering on p.9)• Note Taker (becomes Higgins on p.9)Discussion Questions5. What tensions already show in the relations between the mother. the daughter (Clara),and the son, Freddy? Are these social tensions, family tensions, or personality tensions?Do you think those same issues would exist if Mother, Clara, and Freddy were in thesame social class as the flower girl? Why or why not?6. From reading Shaw's Preface, we know he has an enthusiastic—possiblyoverzealous—love for phonetics. Knowing this, what might we infer regarding Shaw’sopinion of people who spoke like the flower girl? Make a prediction about the directionyou think this text goes—or what you think happens to the flower girl in the story—basedon your knowledge of this author’s bias.Vocabulary & Discussion Question Review (whole class)

Pygmalion Day 3p. 11-top of p. 21 (11pages)Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.- serious; sober; grim; unsmiling2. impertinent (Act 1) adj.- rude; impolite; discourteous3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate4. malice (Act 2) n- hostility; hate; bitterness5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated6. peremptorily (Act 2) adv.- determinedly; willfully; assertively7. audacity (Act 2) n.- boldness; rudeness8. pretension (Act 3) n.- showing off; bragging9. morosely (Act 3) adv.- gloomily; sadly10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless11. fervently (Act 4) adv.- passionately; intensely; emotionally12. presumptuous (Act 4) adj.- bold; overconfident; forward13. decorum (Act 4) n.- decency; proper behavior; polite conduct14. accosts (Act 5) v.- confronts; faces; advances upon15. reproach (Act 5) n.- blame; disapproval; criticismReading GoalWe will discuss the roles of rhetoric and social class structure as they are represented inGeorge Bernard Shaw’s play Pygmalion, set in 1916 England.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposePre-Reading1. Review discussion question answers from yesterday, relate back to standards, old goal.Guided Skill Questions2. If you had been born into a lower class in early 20 th century England, do you think youwould have tried to accept your role in society or tried to break free of it? Why? Whatwould have been some challenges you would have faced with either attempt?Read Aloud/Listening Comprehension WITH Student Reading (each person takes arole and plays that character for the entire Act)Characters in Act 2:• Pickering• Higgins• Mrs. Pearce (Higgins’ Housekeeper)• Flower Girl (becomes Liza/Eliza on p. 10)• Doolittle (Eliza’s father)Discussion Questions3. Why does Eliza want to improve her speaking skills and lose her accent? What doesshe expect to gain? Do you think her goal too lofty given her station in 1916 Englishsociety? Does her very goal reflect the society she’s from or not? Why or why not?Vocabulary & Discussion Question Review (whole class)

Pygmalion Day 4top of p. 21-p.32 (12 pages)*Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.- serious; sober; grim; unsmiling2. impertinent (Act 1) adj.- rude; impolite; discourteous3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate4. malice (Act 2) n- hostility; hate; bitterness5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated6. peremptorily (Act 2) adv.- determinedly; willfully; assertively7. audacity (Act 2) n.- boldness; rudeness8. pretension (Act 3) n.- showing off; bragging9. morosely (Act 3) adv.- gloomily; sadly10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless11. fervently (Act 4) adv.- passionately; intensely; emotionally12. presumptuous (Act 4) adj.- bold; overconfident; forward13. decorum (Act 4) n.- decency; proper behavior; polite conduct14. accosts (Act 5) v.- confronts; faces; advances upon15. reproach (Act 5) n.- blame; disapproval; criticismReading GoalWe will demonstrate our knowledge of the roles of rhetoric and social class structure asthey are represented in George Bernard Shaw’s play Pygmalion, set in 1916 England.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposeVocabulary ReviewPre-Reading1. Review events, elements, and analysis of the novel thus far.2. Review this author’s most obvious bias, the probable author’s purpose, and socialclass structure of this time period.Test PrepCharacters in Act 2:• Pickering• Higgins• Mrs. Pearce (Higgins’ Housekeeper)• Flower Girl (becomes Liza/Eliza on p. 10)• Doolittle (Eliza’s father)Individual Silent Reading; Comprehension and Skill Test for Days 1-4(comprehension assessment on next page of this document)Test Review (whole class grades and discusses tests)

Pygmalion Days 1-4 AssessmentComprehension & Skills Assessment (review constructed response directions beforeadministering test)Focus: Historical Influences (RE L7), Author’s Purpose (RE L8)Individual Silent Reading or Class Read Aloud top of p. 21-p.32 (12 pages)1. What concerns (p. 16-23) do Colonel Pickering and Mrs. Pearce (Higgins'housekeeper) raise about Higgins' scheme to educate Eliza? In what way are theirconcerns a reflection of society’s expectations? How does he respond to their concerns?What does this tell you about Higgins’ character?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Choose one of the following questions to answer, and write your response in the spaceprovided below.2. How does Higgins treat Eliza and her desire for education? Discuss a few instances--what assumptions does he make about her, and why do you think he makes them? Whatdoes his behavior reflect about social classes and about Higgins’ character?OR3. How would you sum up the creed of Eliza's father, the dustman Alfred Doolittle? Whatdoes he have against "middle-class morality," and why? What does his behavior reflectabout social classes and about his own character? Do you think this attitude is more of achoice on his part, or more an attitude for necessity or survival? Explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pygmalion Day 5 Act 3Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.2. impertinent (Act 1) adj.3. affecting (Act 1) v.4. malice (Act 2) n.5. incensed (Act 2 p. 30)6. peremptorily (Act 2) adv.7. audacity (Act 2) n.8. pretension (Act 3) n.9. morosely (Act 3) adv.10. incorrigible (Act 3) adj.11. fervently (Act 4) adv.12. presumptuous (Act 4) adj.13. decorum (Act 4) n.14. accosts (Act 5) v.15. reproach (Act 5) n.Reading GoalWe will continue to study the dynamics of social class structure in early 20 th century England so that wemay better understand the didacticism of Shaw’s play.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposePre-Reading1. What is an “at-home” day (p. 33)? Why do you think people participate in these kind of socialoccasions? How are “at-home” days in our modern, American culture similar to and different from early20 th century interactions of this kind?Read Aloud/Listening Comprehension WITH Student Reading(each person takes a role and plays that character for the entire Act)Characters in Act 3:• Mrs. Higgins• Higgins• The Parlor-Maid• Mrs Eynsford Hill• Clara (Miss Eynsford Hill)• Pickering• Freddy• LizaGuided Skill Questions2. When Liza is presented at Mrs. Higgins’ at-home day, how is she more like a doll or a statue than ahuman being? Higgins says that she is limited to talking only about health and weather. Does she followthe limitations? What aspects of her speech reveal that she is not yet a lady?Discussion Questions (write)3. How does Clara take Eliza's incredible attempt to "talk proper" during an accidental meeting with theHills at Mrs. Higgins' "at home" social occasion? Support your answer with at least two pieces of evidencefrom the text. How does Mrs. Eynsford Hill interpret Eliza's performance? How do you know how shefeels about Eliza’s behavior?4. Mrs. Higgins, like Mrs. Pearce in Act II, sees a problem about the arrangement her son has made withLiza. Mrs. Pearce was more concerned with appearances: Liza living with Higgins could bemisconstrued. What does Mrs. Higgins understand that the men don’t see? Support your answer byproviding at least one example or quote from the last scene (p. 42-45) in Act 3.Review Vocabulary Words

Pygmalion Day 6 Act 4Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.2. impertinent (Act 1) adj.3. affecting (Act 1) v.4. malice (Act 2) n.5. incensed (Act 2 p. 30)6. peremptorily (Act 2) adv.7. audacity (Act 2) n.8. pretension (Act 3) n.9. morosely (Act 3) adv.10. incorrigible (Act 3) adj.11. fervently (Act 4) adv.12. presumptuous (Act 4) adj.13. decorum (Act 4) n.14. accosts (Act 5) v.15. reproach (Act 5) n.Reading GoalWe will build understanding of the text by reading and analyzing the climax of Pygmalion.RE.07.04 Demonstrates comprehensionRE.07.09 Analyzes story elementsRE.08.03 Demonstrates comprehensionRE.08.05 Analyzes literary techniquesPre-Reading1. Discuss the off-screen embassy ball/ambassador’s garden party where “Miss Eliza Doolittle” winsHiggins’ bet for him against Colonel Pickering by making everyone at the party believe she is a duchess.(She passes the test of Higgins’ former student Nepommuck, who thinks that she is Hungarian.) How doyou think Higgins, Pickering, and Eliza each felt during this final test of Eliza’s training? Do you believePickering wanted to win the bet? Why or why not?2. Introduce/review and discuss irony.Read Aloud/Listening Comprehension WITH Student Reading(each person takes a role and plays that character for the entire Act)Characters in Act 3:• Higgins• Pickering• LizaGuided Skill Questions2. How do Higgins and Pickering talk and act when they arrive home from the ball? How does Eliza feelin response to their discussion and actions? Why does Eliza feel this way? How does Higgins respond toher actions?3. What is the climax of the play? Why is Eliza’s internal transformation more dramatic than her externalone?Discussion Question (write)4. In Act IV, Liza is asking the same question about her future that Mrs. Higgins asked. What are theoptions available to her? How is she in some ways more limited in her choices than when she lived “in thegutter”? What parallel does Liza draw between a lady and a prostitute? How is this outcome ironic?

Pygmalion Day 7 Act 5 p. 55-break on p. 64Schedule for PygmalionDay 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) adj.2. impertinent (Act 1) adj.3. affecting (Act 1) v.4. malice (Act 2) n.5. incensed (Act 2 p. 30)6. peremptorily (Act 2) adv.7. audacity (Act 2) n.8. pretension (Act 3) n.9. morosely (Act 3) adv.10. incorrigible (Act 3) adj.11. fervently (Act 4) adv.12. presumptuous (Act 4) adj.13. decorum (Act 4) n.14. accosts (Act 5) v.15. reproach (Act 5) n.Reading Goal We will build understanding of the text by reading and analyzing the climax of Pygmalion.RE.07.04 Demonstrates comprehension, RE.07.09 Analyzes story elements, RE.07.11 Identifies how textsreflect historical and cultural influencesRE.08.03 Demonstrates comprehension, RE.08.05 Analyzes literary techniques, RE.08.08 Uses textualevidence to identify and analyze an author's purposePre-reading1. Higgins boasted earlier in the play that he would be able to transform Eliza's very being and make heranything he wanted. Judging from this fifth act, would you say he was right or wrong? Is Eliza still the"Eliza" we met at the beginning, or is she another person altogether? Explain.Read Aloud/Listening Comprehension WITH Student Reading (each person takes a role and plays thatcharacter for the entire Act)Characters in Act V:• The Parlor-Maid• Mrs. Higgins• Higgins• Pickering• Doolittle• LizaGuided Skill Questions2. This act begins on the morning after the events presented in Act III. How do Higgins and Pickeringrespond to Eliza's departure the night before? How does Mrs. Higgins feel about it?3. When Eliza talks with Higgins and Pickering, she presents her view of being a lady, including the ideathat "the difference between a lady and a flower girl is not how she behaves, but how's she's treated" (98).Do you agree with her? After reading the play, what do you think a lady is?Constructed Response Question4. Due to a joking comment by Higgins, Alfred Doolittle's life is transformed. What is Doolittle's new job?He is now a gentleman who is about to get married and is expected to live up to middle-class expectations.Why is Doolittle so miserable with his new station in life, and what do you think Shaw intended to shareabout his opinion of so-called middle-class respectability by including this change of events in his play?Does Shaw think middle-class societal expectations are valuable, or pretentious?

Pygmalion Day 8 Act 5 break on p. 64-break p. 72 (end of Act 5)Schedule for Pygmalion (9 days)Day 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) v.2. impertinent (Act 1) adj.3. affecting (Act 1) v.4. malice (Act 2) n.5. incensed (Act 2 p. 30)6. peremptorily (Act 2) adv.7. audacity (Act 2) n.8. pretension (Act 3) n.9. morosely (Act 3) adv.10. incorrigible (Act 3) adj.11. fervently (Act 4) adv.12. presumptuous (Act 4) adj.13. decorum (Act 4) n.14. accosts (Act 5) v.15. reproach (Act 5) n.Reading GoalWe will discuss and analyze Shaw’s particular intent, or didacticism, in writing Pygmalion.RE.07.11 Identifies how texts reflect historical and cultural influencesRE.08.08 Uses textual evidence to identify and analyze an author's purposePre-Reading1. Liza says to Colonel Pickering, “I am a child in your country. I have forgotten my own language andcan speak nothing but yours.” Based on this statement, how do you imagine Liza is feeling about her newskills and independence? Is she confident of her what her new role in society should be? Why do youthink it was difficult to impossible for her to “get into the old way” with someone who was her friend whenshe was a flower girl?Read Aloud/Listening Comprehension WITH Student Reading(Some students are assigned characters for the duration of the Act or the day’s reading.)Characters in Act V:• The Parlor-Maid• Mrs. Higgins• Higgins• Pickering• Doolittle• LizaGuided Skill Question2. Higgins insists that, “The great secret is not having bad manners or good manners or any other particularsort of manners, but having the same manner for all human souls: in short, behaving as if you were inHeaven, where there are no third-class carriages, and one soul is as good as another.” Although Henry’smanners could be considered abominable towards everyone, this opinion could be considered veryupright—albeit unpopular and uncommon in a society with a set class system. What did Shaw intend toshare with his audience by creating a character with this creed?Constructed Response Question (Write)3. Has Higgins learned something new when he says to Eliza, "I cant turn your soul on. Leave me thosefeelings; and you can take away the voice and the face. They are not you"? How does this differ from hisresponse to Eliza in Acts I and II?Vocabulary Review

Pygmalion Day 9 Sequel (break on p. 72-p. 82)Schedule for Pygmalion (9 days)Day 1-Pygmalion Myth; Preface ix-xiiDay 2-Act 1 p. 1-10 (10 pages)Day 3-Act 2 p. 11-top of p. 21 (11pages)Day 4-Act 2 top of p. 21-p.32 (12 pages)*Day 5-Act 3 p. 33-46 (14 pages)Day 6-Act 4 p. 47-54 (8 pages)Day 7-Act 5 p. 55-break on p. 64 (10 p)Day 8-Act 5 break p. 64-break p. 72 (9 p)Day 9-Sequel break p. 72-82 (11 p)* †*Indicates Comprehension/SkillAssessment Day†Vocab Assessment DayVocabulary1. brooding (Act 1) v.2. impertinent (Act 1) adj.3. affecting (Act 1) v.4. malice (Act 2) n.5. incensed (Act 2 p. 30)6. peremptorily (Act 2) adv.7. audacity (Act 2) n.8. pretension (Act 3) n.9. morosely (Act 3) adv.10. incorrigible (Act 3) adj.11. fervently (Act 4) adv.12. presumptuous (Act 4) adj.13. decorum (Act 4) n.14. accosts (Act 5) v.15. reproach (Act 5) n.Reading Goal: Students will demonstrate comprehension of the Pygmalion text we have been reading, thetargeted RE standards we have been focusing on, and the selected vocabulary words by completing anassessment containing constructed response questions and a vocabulary section.Vocabulary Review (Last Chance!)Pre-Reading1. Before reading the sequel make a prediction about what Shaw decides as to the future of his characters.Guided Skill Question (Discuss openly before administering Pygmalion Assessment 2)2. Audiences have been trained by the majority of traditional romantic comedies to expect that Higgins andEliza will marry, but they do not. Shaw plays with our expectations about marriage at the end of this play:think about all the movies you’ve seen where the hero and heroine spend most of the movie quarreling andthen, in the final scenes, fall in love (think about such movies as “You’ve Got Mail,” or “Ten Things I HateAbout You,” or “When Harry Met Sally,” etc). The marriage is supposed to be the “happy ending” that weexpect from comedy. (See the chart that I handed out last week in class.) Would you say that the marriagebetween Freddy and Eliza is a “happy ending”? If it is a happy ending, what sort of “happy” is it, exactly?AssessmentRemind about testing procedures and how constructed responses are scored. Administer PygmalionAssessment II (see next page in this doc.), including the vocabulary section.

Pygmalion Assessment II (Days 5-9, Comprehension & Vocabulary)Constructed Response Questions (4 points each)1. The play has characters mostly from the working class and the upper class (except that Mr. Doolittle, atthe end, takes on "middle-class morality"). How does Shaw present these classes—or in other words, basedon events in the play, how does Shaw feel about each class of society? Be specific about the differences inthe people of the same class: for instance, between Mr. Doolittle, Mrs. Pearce, and Eliza; between the poorgenteel (Freddy, Clara, and Mrs. Eynsford Hill); between the rich (Mrs. Higgins) and the rich intellectual(Higgins and Pickering). Use examples of action, dialogue, or analysis to support your answer.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Shaw says in his Preface before Act 1 that good art is always didactic, so we know with certainty that heintended to share an idea with his audience to a specific purpose. What is the ultimate "lesson" he probablywanted us to take away from Pygmalion?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Short Essay Questions (2 points each)3. Do you agree with Shaw that art should be didactic (i.e. that it should drive home some moral point, takea stand on current issues, etc.)? In your response, don't ignore the other side of the question--considerargument/s against didacticism and argument/s in favor of it.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What do you think about the author’s telling us what happens to the characters after the play ends? Doyou prefer the more open ending of Act V or the endings Shaw presents in the postscript? Why?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pygmalion Assessment II (Days 5-9) continuedVocabulary Definition and ComparisonThe following pairs of words have similarities. Write a commonality in feeling or meaning between the twowords then identify a difference in meaning or usage between the two words. Follow the example shown.Ex. (0 points) impertinent (adj) VS. incorrigible (adj)1. Commonality: rude or bad behavior; both (adj) describe a person2. Difference: impertinent behavior is being rude or out of order for aparticular setting where there are certain rules; incorrigible behavior would ininappropriate in ANY setting, and is so bad that nothing can be done to correct it1. (2 points) brooding (v) VS. morosely (adv)2. (2 points) affecting (v) VS. pretension (n)3. (2 points) presumptuous (adj) VS. audacity (n)4. (2 points) accosts (v) VS. reproach (v)Vocabulary Synonym MatchingWrite the vocabulary word from the choices below next to the best synonym on the numbered list.malice incensed peremptorily fervently decorum1. passionately ________________________2. ill will ________________________3. propriety ________________________4. enraged ________________________5. willfully ________________________

Pygmalion Glossary Reference by ActsYou will only be tested on vocabulary words. Glossary words are just there to help you as you read.Glossary WordsACT ONEshoddy adj.- cheap; flimsy; poor-qualitydeprecating v- belittling; speaking ill ofstaid adj.- sedate; quiet; composedinapt adj.- unfit; clumsy; awkward; slowgenially adv.- warmly; friendly; hospitablyrepudiates v.- rejects; discards; declineshaughtily adv.- arrogantly; proudly; snobbishlybilious adj.- unpleasant; distasteful; crankyincarnate adj.- personified; physical; in human formmendacity n.- deception; falsehood; lieACT TWOrobust adj.- vigorous; healthy; strongimpetuous adj.- impulsive; rash; hastydeplorable adj.- disastrous; tragic; unfavorablebrusquely adv.- abruptly; harshly; bluntlyvanity n.- conceit; pride; narcissismconsequential adj.- significant; important; noteworthysaucy adj.- insulting; rude; brassyprudery n.- modesty; decencyzephyr n.- a breeze; a draft; windremonstrance n.- protest; objection; criticismretort v- to reply; to answer; to respondscullery n.- a pantry; a storeroomabject adj.- miserable; humiliating; sorrydeftly adv.- cleverly; expertlydogmatically adv.- with narrow-mindedness; unchangeably; immovablyindignantly adv.- angrily; offendedly; annoyedlyloftily adv.- proudly; arrogantly; immodestlyslovenly adv.- sloppily; messily; with disorderunassailable adj.- invincible; unconquerablediffident adj.- shy; timid; modestarbitrary adj.- inconstant; careless; heedlessmagisterially adv.- proudly; egotistically; pompouslyrhetoric n.- speech; use of wordsjaunt n.- an outing; a ride; a tourunabashed adj.- confident; certain; assertivequietude n.- serenity; relief; peaceACT THREEgenteel adj.- polite; well-bred; mannerly; courteoussoirées n.- parties; social gatherings; receptionscynical adj.- pessimistic; distrustfulindictment n.- an accusation; a chargecompulsory adj.- required; mandatory; obligatory

sanguinary adj.- savage; uncultured; untamedaggrieved adj.- hurt; injured; woundedquaintest adj.- oddest; strangest; most uniquevoluble adj.- talkativesomnambulist n.- a sleepwalker; one who is exhausteddébutante n.- a young woman making her entrance into societyACT FOURaccord n.- agreement; consent; conformitypurgatory n.- torture; hellcondescending v.- lowering oneself; descending to an inferior leveldudgeon n.- anger; fury; wrathperfunctorily adv.- carelessly; indifferently; recklesslyACT FIVEresplendently adv.- radiantly; gloriously; brilliantlydeference n.- honor; obedience; submissionprovocation n.- motivation, incitement; instigation; cause; incentivemagnanimous adj.- generous; charitable; unselfishhumility n.- humbleness; modesty; demurenesssneer v.- to criticize; to ridicule; to taunt; to insultaverted adj.- turned away; turned asiderecoils v.- draws back; flinches; shrinkstoadying adj.- flattering others for insincere, self-serving reasons; sycophantic