Schedule for Pygmalion
Vocabulary
Day 1-Pygmalion Myth; Preface ix-xii
Day 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)* †
1. brooding (Act 1) adj.- serious; sober; grim; unsmiling
2. impertinent (Act 1) adj.- rude; impolite; discourteous
3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate
4. malice (Act 2) n- hostility; hate; bitterness
5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated
6. peremptorily (Act 2) adv.- determinedly; willfully; assertively
7. audacity (Act 2) n.- boldness; rudeness
8. pretension (Act 3) n.- showing off; bragging
9. morosely (Act 3) adv.- gloomily; sadly
10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless
11. fervently (Act 4) adv.- passionately; intensely; emotionally
12. presumptuous (Act 4) adj.- bold; overconfident; forward
13. decorum (Act 4) n.- decency; proper behavior; polite conduct
14. accosts (Act 5) v.- confronts; faces; advances upon
15. reproach (Act 5) n.- blame; disapproval; criticism
*Indicates Comprehension/Skill
Assessment Day
†Vocab Assessment Day
Pygmalion Day 1
Pygmalion Myth
Reading Goal
We will read and discuss the Pygmalion Myth that inspired Shaw’s play, especially for
the for the ability to later compare and contrast the two stories. We will also gain some
background information on the purpose behind Shaw’s Pygmalion.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Pre-Reading
1. 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 Questions
Read 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 he
could not bear the idea of marriage. He was a sculptor, and had made with wonderful skill a statue of
ivory, so beautiful that no living woman came anywhere near it. It was indeed the perfect semblance of a
maiden that seemed to be alive, and only prevented from moving by modesty. His art was so perfect that it
concealed 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 assure
himself 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 of
various hues, beads and amber. He put raiment on its limbs, and jewels on its fingers, and a necklace about
its neck. To the ears he hung earrings, and strings of pearls upon the breast. Her dress became her, and she
looked not less charming than when unattired. He laid her on a couch spread with cloths of Tyrian dye, and
called her his wife, and put her head upon a pillow of the softest feathers, as if she could enjoy their
softness.
Pygmalion Day 1 (continued)
Pygmalion Myth; Preface ix-xii
The 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 had
performed his part in the solemnities, he stood before the altar and timidly said, "Ye gods, who can do all
things, give me, I pray you, for my wife" - he dared not say "my ivory virgin," but said instead - "one like
my ivory virgin." Venus (Aphrodite), who was present at the festival, heard him and knew the thought he
would have uttered; and as an omen of her favour, caused the flame on the altar to shoot up thrice in a
fiery 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 stands
astonished and glad, though doubting, and fears he may be mistaken, again and again with a lover's ardour
he touches the object of his hopes. It was indeed alive! The veins when pressed yielded to the finger and
again resumed their roundness. Then at last the votary of Venus found words to thank the goddess, and
pressed his lips upon lips as real as his own. The virgin, named Galatea, felt the kisses and blushed, and
opening her timid eyes to the light, fixed them at the same moment on her lover. Venus blessed the nuptials
she had formed, and from this union Paphos was born, from whom the city, sacred to Venus, received its
name.
Source Information: http://www.dl.ket.org/latin1/mythology/3fables/love/pygmalion.htm
"Manual of Mythology" by Alexander S. Murray
3. In the myth, the love between Pygmalion and Galatea is strong and passionate—we
even know it is at least somewhat lasting as they produce a son. Would you consider the
love between them true or not? Why? If Galatea developed non-physical human
qualities (i.e. personality traits), how do you think Pygmalion might have felt about her
then? 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, usually
moral)? 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 the
end of this doc).
Pygmalion Day 2
Act 1 p. 1-10 (10 pages)
Reading Goal
We will discuss the roles of rhetoric and social class structure as they are represented in
the opening act of George Bernard Shaw’s play Pygmalion, set in 1916 England.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Pre-Reading
1. Review Pygmalion & Galatea Myth answers from yesterday.
2. What do you know about social classes during this time period? Do you think it was
easy or hard to bridge social gaps or move classes within the structure? Why or why
not?
Guided Skill Questions
3. Does our society in America today have defined social classes? What are they? Do
the same “rules” apply in our democratic society as applied in England in 1916? How
has society changed since then? How is it different? Do you think the changes are
positive 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 you
make between that and our current social class divisions? Why is this bill such a
controversial issue?
Read Aloud/Listening Comprehension WITH Student Reading (each person takes a
role 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 Questions
5. 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 the
same social class as the flower girl? Why or why not?
6. From reading Shaw's Preface, we know he has an enthusiastic—possibly
overzealous—love for phonetics. Knowing this, what might we infer regarding Shaw’s
opinion of people who spoke like the flower girl? Make a prediction about the direction
you think this text goes—or what you think happens to the flower girl in the story—based
on your knowledge of this author’s bias.
Vocabulary & Discussion Question Review (whole class)
Pygmalion Day 3
p. 11-top of p. 21 (11pages)
Schedule for Pygmalion
Vocabulary
Day 1-Pygmalion Myth; Preface ix-xii
Day 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)* †
1. brooding (Act 1) adj.- serious; sober; grim; unsmiling
2. impertinent (Act 1) adj.- rude; impolite; discourteous
3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate
4. malice (Act 2) n- hostility; hate; bitterness
5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated
6. peremptorily (Act 2) adv.- determinedly; willfully; assertively
7. audacity (Act 2) n.- boldness; rudeness
8. pretension (Act 3) n.- showing off; bragging
9. morosely (Act 3) adv.- gloomily; sadly
10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless
11. fervently (Act 4) adv.- passionately; intensely; emotionally
12. presumptuous (Act 4) adj.- bold; overconfident; forward
13. decorum (Act 4) n.- decency; proper behavior; polite conduct
14. accosts (Act 5) v.- confronts; faces; advances upon
15. reproach (Act 5) n.- blame; disapproval; criticism
*Indicates Comprehension/Skill
Assessment Day
†Vocab Assessment Day
Reading Goal
We will discuss the roles of rhetoric and social class structure as they are represented in
George Bernard Shaw’s play Pygmalion, set in 1916 England.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Pre-Reading
1. Review discussion question answers from yesterday, relate back to standards, old goal.
Guided Skill Questions
2. If you had been born into a lower class in early 20th century England, do you think you
would have tried to accept your role in society or tried to break free of it? Why? What
would have been some challenges you would have faced with either attempt?
Read Aloud/Listening Comprehension WITH Student Reading (each person takes a
role 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 Questions
3. Why does Eliza want to improve her speaking skills and lose her accent? What does
she expect to gain? Do you think her goal too lofty given her station in 1916 English
society? Does her very goal reflect the society she’s from or not? Why or why not?
Vocabulary & Discussion Question Review (whole class)
Pygmalion Day 4
top of p. 21-p.32 (12 pages)*
Schedule for Pygmalion
Vocabulary
Day 1-Pygmalion Myth; Preface ix-xii
Day 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)* †
1. brooding (Act 1) adj.- serious; sober; grim; unsmiling
2. impertinent (Act 1) adj.- rude; impolite; discourteous
3. affecting (Act 1) v.- to pretend; to falsely portray; to imitate
4. malice (Act 2) n- hostility; hate; bitterness
5. incensed (Act 2 p. 30) adj.- angered; enraged; infuriated
6. peremptorily (Act 2) adv.- determinedly; willfully; assertively
7. audacity (Act 2) n.- boldness; rudeness
8. pretension (Act 3) n.- showing off; bragging
9. morosely (Act 3) adv.- gloomily; sadly
10. incorrigible (Act 3) adj.- uncontrollable; unruly; hopeless
11. fervently (Act 4) adv.- passionately; intensely; emotionally
12. presumptuous (Act 4) adj.- bold; overconfident; forward
13. decorum (Act 4) n.- decency; proper behavior; polite conduct
14. accosts (Act 5) v.- confronts; faces; advances upon
15. reproach (Act 5) n.- blame; disapproval; criticism
*Indicates Comprehension/Skill
Assessment Day
†Vocab Assessment Day
Reading Goal
We will demonstrate our knowledge of the roles of rhetoric and social class structure as
they are represented in George Bernard Shaw’s play Pygmalion, set in 1916 England.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Vocabulary Review
Pre-Reading
1. Review events, elements, and analysis of the novel thus far.
2. Review this author’s most obvious bias, the probable author’s purpose, and social
class structure of this time period.
Test Prep
Characters 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 Assessment
Comprehension & Skills Assessment (review constructed response directions before
administering 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 their
concerns a reflection of society’s expectations? How does he respond to their concerns?
What does this tell you about Higgins’ character?
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Choose one of the following questions to answer, and write your response in the space
provided 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? What
does his behavior reflect about social classes and about Higgins’ character?
OR
3. How would you sum up the creed of Eliza's father, the dustman Alfred Doolittle? What
does he have against "middle-class morality," and why? What does his behavior reflect
about social classes and about his own character? Do you think this attitude is more of a
choice on his part, or more an attitude for necessity or survival? Explain.
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Pygmalion Day 5
Schedule for Pygmalion
Day 1-Pygmalion Myth; Preface ix-xii
Day 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/Skill
Assessment Day
†Vocab Assessment Day
Act 3
Vocabulary
1. 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 continue to study the dynamics of social class structure in early 20th century England so that we
may better understand the didacticism of Shaw’s play.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Pre-Reading
1. What is an “at-home” day (p. 33)? Why do you think people participate in these kind of social
occasions? How are “at-home” days in our modern, American culture similar to and different from early
20th 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
• Liza
Guided Skill Questions
2. When Liza is presented at Mrs. Higgins’ at-home day, how is she more like a doll or a statue than a
human being? Higgins says that she is limited to talking only about health and weather. Does she follow
the 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 the
Hills at Mrs. Higgins' "at home" social occasion? Support your answer with at least two pieces of evidence
from the text. How does Mrs. Eynsford Hill interpret Eliza's performance? How do you know how she
feels about Eliza’s behavior?
4. Mrs. Higgins, like Mrs. Pearce in Act II, sees a problem about the arrangement her son has made with
Liza. Mrs. Pearce was more concerned with appearances: Liza living with Higgins could be
misconstrued. What does Mrs. Higgins understand that the men don’t see? Support your answer by
providing at least one example or quote from the last scene (p. 42-45) in Act 3.
Review Vocabulary Words
Pygmalion Day 6
Act 4
Schedule for Pygmalion
Vocabulary
Day 1-Pygmalion Myth; Preface ix-xii
Day 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)* †
1. 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.
*Indicates Comprehension/Skill
Assessment Day
†Vocab Assessment Day
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.08.03 Demonstrates comprehension
RE.08.05 Analyzes literary techniques
Pre-Reading
1. Discuss the off-screen embassy ball/ambassador’s garden party where “Miss Eliza Doolittle” wins
Higgins’ 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 do
you think Higgins, Pickering, and Eliza each felt during this final test of Eliza’s training? Do you believe
Pickering 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
• Liza
Guided Skill Questions
2. How do Higgins and Pickering talk and act when they arrive home from the ball? How does Eliza feel
in response to their discussion and actions? Why does Eliza feel this way? How does Higgins respond to
her actions?
3. What is the climax of the play? Why is Eliza’s internal transformation more dramatic than her external
one?
Discussion Question (write)
4. In Act IV, Liza is asking the same question about her future that Mrs. Higgins asked. What are the
options available to her? How is she in some ways more limited in her choices than when she lived “in the
gutter”? 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. 64
Schedule for Pygmalion
Vocabulary
Day 1-Pygmalion Myth; Preface ix-xii
Day 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)* †
1. 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.
*Indicates Comprehension/Skill
Assessment Day
†Vocab Assessment Day
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 texts
reflect historical and cultural influences
RE.08.03 Demonstrates comprehension, RE.08.05 Analyzes literary techniques, RE.08.08 Uses textual
evidence to identify and analyze an author's purpose
Pre-reading
1. Higgins boasted earlier in the play that he would be able to transform Eliza's very being and make her
anything 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 that
character for the entire Act)
Characters in Act V:
• The Parlor-Maid
• Mrs. Higgins
• Higgins
• Pickering
• Doolittle
• Liza
Guided Skill Questions
2. This act begins on the morning after the events presented in Act III. How do Higgins and Pickering
respond 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 idea
that "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 Question
4. 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 share
about 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
Schedule for Pygmalion (9 days)
Day 1-Pygmalion Myth; Preface ix-xii
Day 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/Skill
Assessment Day
†Vocab Assessment Day
Act 5 break on p. 64-break p. 72 (end of Act 5)
Vocabulary
1. 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
We will discuss and analyze Shaw’s particular intent, or didacticism, in writing Pygmalion.
RE.07.11 Identifies how texts reflect historical and cultural influences
RE.08.08 Uses textual evidence to identify and analyze an author's purpose
Pre-Reading
1. Liza says to Colonel Pickering, “I am a child in your country. I have forgotten my own language and
can speak nothing but yours.” Based on this statement, how do you imagine Liza is feeling about her new
skills and independence? Is she confident of her what her new role in society should be? Why do you
think it was difficult to impossible for her to “get into the old way” with someone who was her friend when
she 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
• Liza
Guided Skill Question
2. Higgins insists that, “The great secret is not having bad manners or good manners or any other particular
sort of manners, but having the same manner for all human souls: in short, behaving as if you were in
Heaven, where there are no third-class carriages, and one soul is as good as another.” Although Henry’s
manners could be considered abominable towards everyone, this opinion could be considered very
upright—albeit unpopular and uncommon in a society with a set class system. What did Shaw intend to
share 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 those
feelings; and you can take away the voice and the face. They are not you"? How does this differ from his
response to Eliza in Acts I and II?
Vocabulary Review
Pygmalion Day 9
Schedule for Pygmalion (9 days)
Day 1-Pygmalion Myth; Preface ix-xii
Day 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/Skill
Assessment Day
†Vocab Assessment Day
Sequel (break on p. 72-p. 82)
Vocabulary
1. 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, the
targeted RE standards we have been focusing on, and the selected vocabulary words by completing an
assessment containing constructed response questions and a vocabulary section.
Vocabulary Review (Last Chance!)
Pre-Reading
1. 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 and
Eliza 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 and
then, in the final scenes, fall in love (think about such movies as “You’ve Got Mail,” or “Ten Things I Hate
About You,” or “When Harry Met Sally,” etc). The marriage is supposed to be the “happy ending” that we
expect from comedy. (See the chart that I handed out last week in class.) Would you say that the marriage
between Freddy and Eliza is a “happy ending”? If it is a happy ending, what sort of “happy” is it, exactly?
Assessment
Remind about testing procedures and how constructed responses are scored. Administer Pygmalion
Assessment 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, at
the end, takes on "middle-class morality"). How does Shaw present these classes—or in other words, based
on events in the play, how does Shaw feel about each class of society? Be specific about the differences in
the people of the same class: for instance, between Mr. Doolittle, Mrs. Pearce, and Eliza; between the poor
genteel (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.
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2. Shaw says in his Preface before Act 1 that good art is always didactic, so we know with certainty that he
intended to share an idea with his audience to a specific purpose. What is the ultimate "lesson" he probably
wanted us to take away from Pygmalion?
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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, take
a stand on current issues, etc.)? In your response, don't ignore the other side of the question--consider
argument/s against didacticism and argument/s in favor of it.
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4. What do you think about the author’s telling us what happens to the characters after the play ends? Do
you prefer the more open ending of Act V or the endings Shaw presents in the postscript? Why?
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Pygmalion Assessment II (Days 5-9) continued
Vocabulary Definition and Comparison
The following pairs of words have similarities. Write a commonality in feeling or meaning between the two
words 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 person
2. Difference:
impertinent
behavior is being rude or out of order for a
particular setting where there are certain rules;
incorrigible
behavior would in
inappropriate in ANY setting, and is so bad that nothing can be done to correct it
1. (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 Matching
Write the vocabulary word from the choices below next to the best synonym on the numbered list.
malice
incensed
peremptorily
fervently
decorum
1. passionately
2. ill will
3. propriety
4. enraged
5. willfully
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Pygmalion Glossary Reference by Acts
You will only be tested on vocabulary words. Glossary words are just there to help you as you read.
Glossary Words
ACT ONE
shoddy adj.- cheap; flimsy; poor-quality
deprecating v- belittling; speaking ill of
staid adj.- sedate; quiet; composed
inapt adj.- unfit; clumsy; awkward; slow
genially adv.- warmly; friendly; hospitably
repudiates v.- rejects; discards; declines
haughtily adv.- arrogantly; proudly; snobbishly
bilious adj.- unpleasant; distasteful; cranky
incarnate adj.- personified; physical; in human form
mendacity n.- deception; falsehood; lie
ACT TWO
robust adj.- vigorous; healthy; strong
impetuous adj.- impulsive; rash; hasty
deplorable adj.- disastrous; tragic; unfavorable
brusquely adv.- abruptly; harshly; bluntly
vanity n.- conceit; pride; narcissism
consequential adj.- significant; important; noteworthy
saucy adj.- insulting; rude; brassy
prudery n.- modesty; decency
zephyr n.- a breeze; a draft; wind
remonstrance n.- protest; objection; criticism
retort v- to reply; to answer; to respond
scullery n.- a pantry; a storeroom
abject adj.- miserable; humiliating; sorry
deftly adv.- cleverly; expertly
dogmatically adv.- with narrow-mindedness; unchangeably; immovably
indignantly adv.- angrily; offendedly; annoyedly
loftily adv.- proudly; arrogantly; immodestly
slovenly adv.- sloppily; messily; with disorder
unassailable adj.- invincible; unconquerable
diffident adj.- shy; timid; modest
arbitrary adj.- inconstant; careless; heedless
magisterially adv.- proudly; egotistically; pompously
rhetoric n.- speech; use of words
jaunt n.- an outing; a ride; a tour
unabashed adj.- confident; certain; assertive
quietude n.- serenity; relief; peace
ACT THREE
genteel adj.- polite; well-bred; mannerly; courteous
soirées n.- parties; social gatherings; receptions
cynical adj.- pessimistic; distrustful
indictment n.- an accusation; a charge
compulsory adj.- required; mandatory; obligatory
sanguinary adj.- savage; uncultured; untamed
aggrieved adj.- hurt; injured; wounded
quaintest adj.- oddest; strangest; most unique
voluble adj.- talkative
somnambulist n.- a sleepwalker; one who is exhausted
débutante n.- a young woman making her entrance into society
ACT FOUR
accord n.- agreement; consent; conformity
purgatory n.- torture; hell
condescending v.- lowering oneself; descending to an inferior level
dudgeon n.- anger; fury; wrath
perfunctorily adv.- carelessly; indifferently; recklessly
ACT FIVE
resplendently adv.- radiantly; gloriously; brilliantly
deference n.- honor; obedience; submission
provocation n.- motivation, incitement; instigation; cause; incentive
magnanimous adj.- generous; charitable; unselfish
humility n.- humbleness; modesty; demureness
sneer v.- to criticize; to ridicule; to taunt; to insult
averted adj.- turned away; turned aside
recoils v.- draws back; flinches; shrinks
toadying adj.- flattering others for insincere, self-serving reasons; sycophantic