English Language Arts, Reading Literature
Material Type:
Lesson Plan
High School
  • George Bernard Shaw
  • Grade 12 ELA
  • Literature
    Creative Commons Attribution Non-Commercial

    Reviewing Act 3 Events

    Reviewing Act 3 Events


    In this lesson, students review the events of act 3 in Pygmalion. Then students write about social class issues in the play.


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.

    Act 3 of Pygmalion Recap

    • Give students time to share among triad members.
    • Consider having a few students share their responses with whole class.


    Review the events of act 3 and your responses to these questions with your triad group.

    • Why is Mrs. Higgins so annoyed with her son and Pickering?
    • What warning does she give them?
    • How did people at the garden party respond to Liza?

    Act 3 of Pygmalion

    • Give students about 3 minutes for their Quick Write.
      • SWD: The Quick Write is an important skill, but one that might overwhelm struggling writers. If you think those students need the additional support, provide them with sentence starters or prompts to help them with the Quick Write.
    • Give students time to share among triad members.
    • Ask students to submit their responses.

    Work Time

    Complete a Quick Write.

    • What is required beyond acquiring correct language and polite behavior to raise one’s social class?

    Open Notebook

    Share your response with your triad before submitting it to your teacher.

    Social Class Issues in Pygmalion

    • After explaining the assignment and taking any questions, give students 20 minutes to write about the question.
      • SWD: Students can explain the words and terms to you to demonstrate their understanding.
      • ELL: Ensure that students understand what these questions mean. Allow extra time for students to look up words if necessary.
    • If necessary, give reminders to students to set the context of their writing by naming the title and author of the play.
    • Students can use the language in the first question to write a thesis or claim; for example, “Higgins’s instruction has (or has not) changed Liza’s social class.”


    There are a number of film versions of Pygmalion available, including the musicalMy Fair Lady . If you have access to any of these movies, consider showing all or part of them as the class reading of the play progresses.

    Work Time

    You have about 20 minutes to plan and write about social class issues in Pygmalion. Respond to the following questions.

    • Has Higgins’s experiment changed Liza’s social class?
    • If not, what else is required? Is changing social class possible?

    Open Notebook

    Explain your answer by citing specific lines or details from the play.

    Submit your writing when finished and continue reading the play silently on your own.

    Law in Pygmalion

    • Give students about 3 minutes for their Quick Write.


    Complete a Quick Write.

    • There are issues pertaining to social class in Shaw’s Pygmalion . How, if at all, are characters’ lives in the play influenced by law?

    Open Notebook

    You will talk about your response in the next lesson.

    Independent Reading

    • Remind students to continue reading their Independent Reading Group Novel and to turn in journal entries.


    Continue your ongoing homework assignment.

    • Read your Independent Reading Group Novel.
    • Remember to submit two journal entries a week to your teacher and publish some of your journal entries so others can read your work.