Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 58170
Pygmalion: A Mythological Inspiration
In this unit, students will discover the relevance of Greek mythology as they unravel the story of Pygmalion, the lonely sculptor who carved out of
ivory his true love, just like Professor Higgins "carved" out of the slums of London his ideal mate in the stage play Pygmalion. Students will conduct
three close readings of Thomas Bulfinch's Pygmalion to answer text-dependent questions, work with vocabulary from the text, and construct a plot
diagram of the myth. Students will also work as a class to read an abridged excerpt from Act II of George Bernard Shaw's award winning play,
Pygmalion. The plot of the play is augmented with songs from the filmed musical My Fair Lady. Students will compare and contrast key characters
and their traits from both texts. In the end of unit assessment, students will create their own narrative version of the Pygmalion myth.
Subject(s): English Language Arts
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, LCD Projector,
Speakers/Headphones, Computer Media Player
Instructional Time: 8 Hour(s)
Freely Available: Yes
Keywords: Pygmalion, Thomas Bulfinch, George Bernard Shaw, close reading, Greek mythology, myth
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Compare Contrast Character KEY.docx
Pygmalion.ppt
Pygmailion Thomas Bulfinch.doc
Pygmalion Abridged George Bernard Shaw.docx
Vocabulary Worksheet.docx
Compare Contrast Character Sheet.docx
Pygmalion Plot diagram My Fair Lady.docx
Pygmalion Bulfinch Plot Diagram.docx
Student Narrative Plot Diagram.docx
Rubric for Original Pygmalion Story.docx
Vocabulary Worksheet KEY.docx
Ideals Analysis Worksheet.docx
Brainstorming Character Traits.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
cite appropriate textual evidence from the Pygmalion myth and the excerpt from Shaw's play when answering text-dependent questions about the stories
cite appropriate textual evidence from the myth, as well as the excerpt from George Bernard Shaw's stage play Pygmalion, and the My Fair Lady film interpretation
page 1 of 6 to support inferences about traits for key characters
cite appropriate textual evidence when constructing a plot diagram for the myth
determine the correct meaning of selected words from the myth using context clues and reference materials
analyze how the Pygmalion play by Shaw and the film interpretation My Fair Lady draws on the Pygmalion myth
construct an original narrative inspired by the Pygmalion myth; a narrative that contains all the basic elements of plot structure and features two characters inspired
by Pygmalion and the statue
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
be familiar with some Greek myths
be familiar with the goddess Venus (she is featured in Pygmalion from Thomas Bulfinch)
be comfortable reading a play format
understand these plot structure terms and how they are used to construct a narrative: exposition, conflict, rising action, climax, falling action, and resolution
know different strategies to determine the meaning of an unfamiliar word in a text
know how to use a dictionary and a thesaurus
understand the term "protagonist"
understand what the term "character trait" means and understand different types of character traits
know how to create a narrative that utilizes a basic plot structure
know how to create characters to feature in a narrative
Guiding Questions: What are the guiding questions for this lesson?
What strategies help determine the meaning of an unknown word?
What elements develop a plot?
In what ways does the excerpt from George Bernard Shaw's play Pygmalion draw on the Pygmalion myth?
In what ways do the clips from My Fair Lady (a film interpretation of Shaw's play) draw on the Pygmalion myth?
How are the characters from Shaw's Pygmalion (and My Fair Lady) and the Pygmalion myth alike in regards to their character traits? How are they different?
Teaching Phase: How will the teacher present the concept or skill to students?
Hook:
1. Prior to the first close reading of Pygmalion from Thomas Bulfinch, the teacher will use the attached PowerPoint to show a variety of artistic representations of
Pygmalion with his statue. I advise a warning prior to showing the artwork because the statue is a nude. My experience has been that the class shares a touch of
silliness during the warning followed by complete seriousness during the observations and discussions of the artwork.
Note: The point of showing the artwork is not to give background knowledge of the myth to the students, but to emphasize the lasting effect these stories have had on
our human history.
2. Show the first three slides of the PowerPoint and allow students to make observations about the images. They probably won't notice the transformation of the
statue, but will notice the "baby" Cupid.
First Close Reading of Pygmalion from Thomas Bulfinch:
1. Display and review the comprehension questions for the students prior to the first close reading of the myth. This is a short reading (just over 500 words) and
should be read by the students. Before students begin reading, explain that they should highlight or underline references to characters as they read and circle any
unknown words. Pass out just the first page of this handout so each student has their own copy of the myth.
2. After students have completed the reading, they can work in small groups to determine the answers to the questions in writing. A class discussion guided by the
teacher should follow to clarify answers.
Comprehension Questions for Pygmalion from Thomas Bulfinch:
--Who is the protagonist of the myth?
a. Pygmalion, a sculptor
--What does the protagonist do?
a. He sculpts a beautiful statue of a maiden out of ivory and falls in love with it. He gives it beautiful gifts and treats it like a living person.
--What does the protagonist want?
a. Pygmalion wants the statue to come to life so he can marry it.
--Does the protagonist achieve his goal? If so, how?
a. Pygmalion's statue does come to life. Pygmalion goes to the Festival of Venus and prays to the goddess. Venus hears his prayers and grants his wish. When
Pygmalion returns home, he touches and kisses the statue and she comes to life.
--What is the final result of the story?
a. Pygmalion and the statue marry and are blessed with a son named Paphos; this is also the name of a city, sacred to the goddess Venus.
Second Close Reading of Pygmalion from Thomas Bulfinch:
1. Pass out to students the vocabulary worksheet. Go over the directions with students and read through the 12 items identifying the selected vocabulary word in each
example. Explain to students that as they read the myth a second time they should highlight the selected vocabulary words from this handout on their copy of the
myth.
2. After students have completed the second reading and marked their copy of the myth for the selected vocabulary words, students can work alone or with a partner
(based on the teacher's discretion) on the vocabulary handout. For this activity the teacher should have available print copies or online capability for students to access
a dictionary or a thesaurus. The teacher should also encourage students to continue to go back to the myth to re-read the vocabulary word in context as they work to
determine the meaning of each word.
3. When students' work is complete the teacher can collect the work and provide corrective feedback on their handouts, or the teacher can have students share out
page 2 of 6 their answers and explain what strategies they used to determine the meaning of the words. The teacher can provide verbal corrective feedback at this time and also
provide modeling (if needed) to show students how to use context clues for a particular word they struggled with or how to determine the correct meaning using
context clues and a dictionary. A vocabulary handout key is included with the lesson.
4. At this time, the teacher can also have students share out any words they circled from the first reading that they did not know the meanings of-- words that have
not been addressed through the vocabulary worksheet or class discussion. The teacher and students can work together to determine the meanings of any remaining
words students are struggling with. The students can write the meanings on their copy of the myth or add them to the bottom or back of their vocabulary handout.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Part One:
1. Explain to students that before we do a final close reading of Pygmalion from Thomas Bulfinch we will examine an excerpt from a play called Pygmalion, this play is
written by George Bernard Shaw and he named his play after the Greek mythological character Pygmalion that we have just been studying.
2. Introduce the literary device allusion. Teachers may want to add the new vocabulary word to the word wall, or incorporate it in a student Academic Vocabulary
Journal. Teachers could also utilize a concept map for close examination of allusions and their place in literature.
­­Academic Vocabulary: Allusion – A form of figurative language where the author makes a reference to another piece of literature. Authors use allusions to form
connections between their work and another more recognizable example from literature.
--For a fun reminder of figurative language, the Flocabulary website has a Figurative Language Song, some examples of allusions found in rap, an example of
Shakespearean allusions found in Willie and the Chocolate Factory, and some visuals as well.
3. Show the pictures of the playbills on slide 4 of the PowerPoint. Ask students to write down any observations they make to share with the class. Allow students to
discuss their observations, but don't correct or give out any information.
4. Show slide 5 which gives some background on George Bernard Shaw.
5. Explain to students that Shaw's play Pygmalion was adapted into a film (a musical) called My Fair Lady. Help students to understand that they will be reading an
excerpt from Shaw's stage play Pygmalion but watching excerpts from the film My Fair Lady.
6. Show slide 6 and play the clip "Why Can't the English Learn to Speak?" from My Fair Lady. Before showing the clip, explain to students that this song introduces the
main characters, Professor Higgins, Pickering, and the Flower Girl, Eliza Dolittle. It also introduces the main conflict and Professor Higgins' image of perfection, his
Galatia, his statue – proper speech. Also before showing the clip, ask students: How does the way a person speaks reflect on him or her? Allow students to discuss
this for a moment. Tell students to take note of evidence from the clip that responds to this question. Students should also identify the main characters.
7. After viewing, discuss the focus question and determine main characters. Ask students: What else did you infer about the characters from the viewing?
8. Show slide 7 from the PowerPoint; this gives background on English currency. It can be confusing to read some of the excerpt from the play without this knowledge.
It isn't really necessary for students to understand the denominations, but to understand the vocabulary pertains to money and some denominations are worth more
than others. The teacher may suggest that students annotate their script before the reading to avoid confusion during the reading. Pass out the abridged copy of the
excerpt from Shaw's stage play Pygmalion to each student.
Part Two:
1. Review the comprehension questions before reading the play excerpt to give a purpose for reading.
2. The teacher should assign parts to students. If the class contains many struggling readers, it may be wise to give the script to selected students the day before and
allow them to become familiar with the text before reading it out loud. Otherwise, ask for volunteers to read a part. The selection calls for two men (Higgins and
Pickering) and two women (The Flower Girl/Eliza and Mrs. Pearce). Or, students can be grouped into fours to read on their own. The focus for this reading is on
comprehension and students should be instructed to try to answer the comprehension questions. Also, students should circle unknown words which interfere with
comprehension; the teacher can assist with these words after the reading has been conducted. After students have completed the questions, the class should come
back together and the teacher should lead a discussion about the questions, have students share out their responses, and the teacher can provide corrective feedback
as needed.
Comprehension Questions for the Pygmalion by Shaw excerpt:
--Who are the main characters?
a. Pickering, Higgins, and Eliza. Mrs. Pearce is a supporting character.
--Can you connect the characters from the script to the visual representation of the film clip we just watched?
a. Mrs. Pearce isn't shown in the clip because she isn't a main character. However, the other characters are featured in both the text excerpt and the film clip.
--What seems to motivate each character?
a. Eliza wants to learn to speak proper English to improve her position in life. Mrs. Pearce wants to make sure Eliza is properly treated and receives some form of
compensation for helping Professor Higgins. Pickering wants to win a bet against Professor Higgins. Professor Higgins wants to perform an experiment on Eliza Dolittle.
--What is the major conflict?
a. Convincing Eliza to agree to the experiment.
--Compare the play excerpt to the myth. Why do you think Shaw named the play Pygmalion?
a. Answers will vary. Students should use evidence from the myth to support their response.
--How does knowing about/understanding the Pygmalion myth enhance a reader's understanding or appreciation of this excerpt from the stage play?
a. Answers will vary.
Part Three: Plot Diagram Practice:
1. Students will complete a plot diagram for Pygmalion from Thomas Bulfinch. Completing this plot diagram will help students with constructing their own plot diagram
for the narrative they will create in the summative assessment. The teacher can complete a plot diagram of Pygmalion/My Fair Lady as a model for the students
page 3 of 6 before they complete the plot diagram for the myth. A detailed example that teachers could use for this model has been provided in this handout. Note: Slides 8-11 in
the attached PowerPoint contain content/film clips that teachers should show before filling out each of the different sections of the plot diagram as they are modeling
for students.
2. When students have completed their plot diagram for the Pygmalion myth, the teacher should collect their work and provide written feedback, or the teacher can
provide verbal feedback to students as students share out their responses. Students should make corrections to their work so they can reference this handout during
the summative assessment.
Part Four: Third Close Reading of Pygmalion from Thomas Bulfinch
1. Explain to students that in this final close reading of Pygmalion from Thomas Bulfinch the students will be examining the characters, specifically Pygmalion and the
statue for their character traits. Then, they will be comparing and contrasting the traits of these characters with Professor Higgins and Eliza. Pass out the
compare/contrast sheet and go over the character traits with students.
2. Have students re-read the myth one final time and circle, highlight, or in some way text-code examples of character traits for Pygmalion and the statue.
3. The teacher will model how to fill out the first few categories on the character comparison graphic organizers on Pygmalion and Professor Higgins. The teacher
should model for students going back into the myth for evidence as well as referring back to the copy of the excerpt from the play (and even the plot diagram for the
play) as well as he/she fills in the first few categories. Then students may work in groups, pairs or individually to complete the rest of the graphic organizer, including
the section on Eliza and the statue. The purpose is to provide multiple models of characters and their traits for the students to apply to their own characters they will
create in the summative assessment for this unit. The teacher should circulate the classroom as students work to provide assistance as needed. A possible key for the
compare/contrast handout has been included but this should be used as a guide only, not all possible answers have been included.
4. When students' work is complete, the teacher can collect their work and provide written feedback or provide verbal feedback in a whole group setting. Students
should make corrections to their work as needed so they can use this handout later in the unit.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Note: The independent practice is the summative assessment for this lesson.
1. Students will take what they have learned from the Pygmalion myth to create their own narrative: a retelling or a re-imagining of this myth into a story they will
create. The student's narrative must contain at least one character modeled on Pygmalion and another on the statue. Students should clearly demonstrate character
traits of each of these Pygmalion characters in the new characters they create. The narrative must follow a plot incorporating exposition, conflict, rising action, climax,
falling action, and resolution. Students must accurately use some of the vocabulary words or their synonyms from the vocabulary worksheet on Pygmalion in their
narrative.
2. Pass out the rubric (which contains some directions as well at the top) and go over the requirements with students. Explain to students that the format of their story
could be a traditional narrative (like the myth) or they could structure their story in the format of a script (like the excerpt from the play). Help students understand
they must retell the Pygmalion story from Thomas Bulfinch using their own original characters, with their own set of character traits, motivations, and conflicts, but
these will be inspired by Pygmalion and the statue. The plot line and characters will mirror or mimic in some aspects the myth, just as Pygmalion and My Fair Lady
did; however, their work will be unique and original.
3. First, have students brainstorm some of their ideas for the story they will create (for the characters and the plot). Some questions you might provide students to
jump-start their thinking could be (teachers are welcome to change these or add to these):
Does the artist love his creation, or merely the art that brought that creation into being?
Does beauty express virtue? Why or why not?
Is it possible to mold someone into a person worthy of our love? If so, must the one being molded be willing?
4. The teacher can also provide this blank character traits handout to help students with their brainstorming about the characters they will create.
5. The teacher can also provide this blank plot diagram to help students with their brainstorming for the plot of their story.
6. Time permitting- students can share their ideas with a partner or small group and add to their work based on their peers' feedback.
7. As students work, the teacher should circulate and answer students' questions, spot checking student work as needed and helping students to know if they are on
the right track.
8. Optional- Students could submit a rough draft of their narrative and the teacher could provide written feedback based on the rubric to help students know what to
fix or revise. Teachers could also build in peer review to have students use the rubric to provide feedback on student drafts. Students could use the feedback from
their peers to make corrections to their work.
9. The final draft of students' work will serve as the summative assessment for the lesson and should be assessed using the rubric.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Options:
1. Return to the Pygmalion art work (slides 1-3 on the PowerPoint) and ask students to identify details in the artwork that they missed on the first viewing.
2. The teacher could use any of the guiding questions (see guiding questions section above) for a short class discussion or ask students to answer any of the questions
on an Exit Slip.
3. The teacher could share exemplar student narratives or students could share the final drafts of their narratives with each other and celebrate their work. As
students share their work with their peers, students could be asked to identify in what ways each student narrative connects back to the original Pygmalion myth.
Summative Assessment
Students will take what they have learned from the Pygmalion myth to create their own narrative: a retelling or a re-imagining of this myth into a story they will create.
The student's narrative must contain at least one character modeled on Pygmalion and the other on the statue. Students should clearly demonstrate character traits of
each of these Pygmalion characters in the new characters they create. The plot line and characters will mirror or mimic in some aspects the myth, just as Pygmalion
and My Fair Lady did; however, their work will be unique and original. The narrative must follow a plot incorporating exposition, conflict, rising action, climax, falling
action, and resolution. Students must accurately use some of the vocabulary words or their synonyms from the vocabulary worksheet on Pygmalion in their narrative.
A rubric has been included to assess students' narratives.
page 4 of 6 Formative Assessment
During the unit teachers will be able to use the following activities as formative assessments:
Comprehension questions for the Pygmalion myth from Thomas Bulfinch
Vocabulary worksheet for the myth
Comprehension questions for the excerpt from Shaw's play Pygmalion
The compare/contrast character traits sheet
The plot diagram for the myth
Feedback to Students
The teacher will provide extensive feedback throughout all aspects of the unit:
Verbal feedback for students' answers on the comprehension questions for the myth-- students can use this feedback to increase their understanding of the myth
for the second close reading.
Verbal feedback for students' answers on the vocabulary worksheet-- students can use this feedback to increase their understanding for the third close reading.
Students can also use this feedback when they construct their narrative for the end of unit assessment as students must correctly utilize vocabulary from the myth
in their own work.
Verbal feedback for students' answers on the comprehension questions for the excerpt from Shaw's play
Verbal or written feedback on students' comparison/contrast character traits sheet-- students can use this feedback to help them with the narrative they will write.
Verbal or written feedback on students' plot diagrams for the myth-- students can use this feedback to help them with the narrative they will write.
Teachers should also provide verbal or written feedback on students' brainstorming work for their narrative so that students know if they are on the right track as they
begin drafting their story.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: --The reading activities can be handled as full class or in small groups. The use of the script from the Shaw excerpt allows for actual acting (if
students are so inclined), which is wonderful for struggling readers or ESOL students to see the action.
--The film clips and artwork help to supply visuals for students who have a hard time grasping details from the text.
--Multiple close readings of the Pygmalion myth will benefit all students in increasing and deepening their comprehension of the myth upon each successive reading.
--The teacher can increase the amount of modeling done, if needed, for the vocabulary worksheet, character traits worksheet, and plot diagram activity before releasing
students to work on their own.
--The teacher can collect students' rough drafts for their narratives, provide written feedback, and allow students to make corrections before being formally assessed.
Extensions: --On the Pygmalion from Thomas Bulfinch handout, there is a poem on the second page. The poem was written by Schiller and alludes to the Pygmalion
myth. Teachers might wish to have advanced students analyze the poem. A possible key teachers could use has been included.
--Teachers could also incorporate "Pygmalion and the Statue" a poem by John Dryden (1631-1700) located online. The poem is long and challenging, and could be used
with advanced students.
--The advantage to using these poems is that the students see the story in yet an additional structure. This would allow the students to read the Pygmalion myth as a
short story, a poem, and a play, and also view excerpts from the film adaptation.
--Students could also search for other Pygmalion re-tellings. There are many of them.
--Students could take their narrative from the summative assessment and turn it into a different format-- they could create a graphic novel, poem, fairy tale, song,
ballad, PowerPoint, or Prezi.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector, Speakers/Headphones, Computer Media Player
Special Materials Needed:
Clips from Youtube are included in the PowerPoint, but teachers are encouraged to use their own copy of My Fair Lady.
Additional Information/Instructions
By Author/Submitter
Pygmalion from Thomas Bulfinch has a Lexile of 1150.
SOURCE AND ACCESS INFORMATION
Contributed by: Barbara Leathers
Name of Author/Source: Barbara Leathers
District/Organization of Contributor(s): Levy
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 5 of 6 Related Standards
Name
LAFS.8.L.3.4:
LAFS.8.RL.1.1:
LAFS.8.RL.2.4:
LAFS.8.RL.3.9:
LAFS.8.W.1.3:
Description
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other
texts.
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including describing how the material is rendered new.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
page 6 of 6