Westside High School Lesson Plan
Teacher Name:
DeGroodt, Falcon
Unit Name and #:
Course:
AP Lit
Dates:
Drama, fiction, and
“The Feminine Identity”
April 6-10
Daily Objective: Students will be able to analyze drama for social commentary masked as comedy.
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.
Monday
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
o
Read and analyze Act 5 of Pygmalion, pausing for assigned students to complete in-class
analysis
Silent reading of the end of Act 5; students independently paraphrase the ending and outline
what Shaw’s social commentary embedded within it means
Nietzsche groups meet, compile analysis from Act 5
Major Upcoming Assessment: Nietzsche-Pygmalion O-E essay W/Th [MAJOR]
Checks for Understanding: Nietzsche groups, assigned students analyze during Act 5 (running roster)
Materials: Paper, pen/pencil, handouts, book
Tuesday
Follow Up/HW: MAJOR Pygmalion in-class essay W/Th
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:
 Nietzsche groups organize Acts 1-5 notes into a structured thesis and outline of major
points/evidence
 Nietzsche groups present; the class takes notes
Major Upcoming Assessment: Nietzsche-Pygmalion O-E essay W/Th [MAJOR]
Checks for Understanding: Cold call responses during class reading analysis
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: MAJOR Pygmalion in-class essay W/Th
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:
 Pygmalion-Nietzsche MAJOR O-E essay [45 min]
 AP Multiple-Choice: 2 passages, 24 questions for a minor quiz grade
Major Upcoming Assessment: Poetry Analysis essay next W/Th
Checks for Understanding: MAJOR O-E essay; MC as quiz grade
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None
Daily Objective: Students will be able to analyze a film adaptation and contrast the thematic
differences between the original text and the work inspired/based upon it.
Friday
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 My Fair Lady
o What additions (songs, scenes) have been made to the text? How have these
changed the meaning of the work?
o Analyze how the actors and actresses chosen for the movie have reinforced the
characterization in Pygmalion or have changed characterization for
better/worse.
Major Upcoming Assessment: Poetry Analysis essay W/Th
Checks for Understanding: Cold call CFUs during the film
Materials: Paper, pen/pencil, handouts, book
Follow Up/HW: None