Westside High School Lesson Plan
Teacher Name:
DeGroodt, Falcon
Unit Name and #:
Course:
AP Lit
Dates:
Drama, fiction, and
“The Feminine Identity”
March 23-27
Daily Objective: Students will be able to analyze drama for social commentary masked as comedy.
Monday
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
o Nietzsche quotes; groups assigned for Pygmalion-Nietzsche crossover analysis throughout the
study of the play
o Begin reading Act I of G.B. Shaw’s Pygmalion, focusing on the following essential question:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power?
Informal cold checks as reading is done aloud in class, using the essential question for this
unit.
Major Upcoming Assessment: No more majors left in the 5th cycle
o
Checks for Understanding: Nietzsche groups, cold cold during Act I reading aloud
Materials: Paper, pen/pencil, handouts, book
Tuesday
Follow Up/HW: None
Daily Objective: Students will be able to analyze a small selection of drama for specific diction,
figurative language, and elements of drama.
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth
to the twentieth century) and to know a few works extremely well.
Learning Activities:
 Pygmalion reading analysis assignment—assign Acts 2-5 students
 Continue reading Act I of G.B. Shaw’s Pygmalion, focusing on the following essential
question:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power?

Informal cold checks as reading is done aloud in class, using the essential question for
this unit—all of which will be guided practice for students to independently analyze the
text in Acts 2-5.
Major Upcoming Assessment: No more majors left in the 5th cycle
Checks for Understanding: Cold call responses during class reading analysis
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to analyze drama for social commentary or thematic statement.
Wed/Thur
TEKS/AP/Standards:
 To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Learning Activities:
 Nietzsche groups meet, compile analysis for Act I
 Remind students that the essential question for the analysis of this unit is:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power?

Read and analyze Act 2 of Pygmalion, pausing for assigned students to complete in-class
analysis
Major Upcoming Assessment: No more majors left in the 5th cycle
Checks for Understanding: Nietzsche groups, in-class assigned reading analysis responses
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to analyze drama for social commentary or thematic statement.
TEKS/AP/Standards:
o To consider a work’s structure, style, and themes as well as such smaller scale
elements as the use of figurative language, imagery, symbolism, and tone.
o To study representative works from various genres and periods (from the sixteenth to the
twentieth century) and to know a few works extremely well.
Friday
Learning Activities:
o Remind students that the essential question for the analysis of this unit is:
How does the playwright use characterization, word choice, irony or other
dramatic elements to make social commentary on gender, education,
class, marriage, or power?
o
o
Read and analyze Act 2 of Pygmalion, pausing for assigned students to complete in-class
analysis
Nietzsche groups meet, compile analysis from Act 2
Major Upcoming Assessment: No more major assessments left in the 5th cycle
Checks for Understanding: Nietzsche groups, in-class assigned reading analysis responses
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None