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SE1 Leasowes High MEDIUM TERM PLANClass/Year: 10Topic: GCSE English Literature, Paper 2 – Modern Texts: An Inspector CallsNumber of lessons: 30LessonsLearning objectivesIntended learning activitiesAssessment pointsResourcesLiteracy and numeracy linkse.g. 1-2Introduce the characters in ‘A midsummer night’s dream’Pupils presenting visual or dramatic vignettes of an allocated characterHomework to design a costumeArt materialsSpoken communication1To compile a historical timeline of events from the 18th Century-1945.To have a working understanding of the play and its surrounding historical influences.To develop current knowledge of differing social philosophies and the reasons for and against each.Timeline: Pupils are to look under their seats and unpick the key date or event stuck there. They are to come up to the whiteboard and add their key date or event to the timeline depending on where they think it ought to be placed. The teacher should encourage pupils to work together – i.e. thinking logically by seeing who might have the rough date of the event that another pupil has using general knowledge and deduction skills.The play itself: Pupils should copy the information about the play from the IWB into their exercise books.Social philosophy cows: Pupils are to look at each of the explanations of the social philosophies and ways of structuring government and society through cows on the IWB. They are to think about which one in their opinion is the fairest and why, what the benefits and drawbacks are of each and if they know any famous examples of communism, bureaucratism, fascism and socialism.AO1: Knowledge and understanding of the play and what impacted on its creation and those watching it in 1945.AO3: Knowledge and understanding of key historical events through a timeline task that both influenced the writing and production of the play.AO4: Critical evaluation of social philosophies.Copies of the key dates and key events boxes cut outBlu-tac for sticking key dates/events under chairsPPT slidesExercise books or paperCopies of social philosophy cows on A3 paper (if needed)Understanding of years and centuries and the differences between themNumbering and ordering dates and eventsTeamwork skillsSpoken communicationProblem solving: understanding why a peer has placed a certain date/event in a certain order2To know the meanings of capitalism and socialism and understand.To apply understanding of capitalism and socialism to contemporary concept of fairness.To critique which societal model is more beneficial and why/why not.DNA: Pupils playing rock, paper, scissors in pairs to enact fairness. What is fairness? Is it ‘right’ that someone has more chocolates than you do or not?AO3 & Context: Pupils record information on AO3 and the definitions of capitalism and socialism into their exercise books.Stretch: Pupils should think about if we are earning our wages and then buying products from shops if we are all not just blindly supporting capitalism?Quotations: Pupils should put either ‘C’ or ‘S’ next to each of the quotes from the play to show whether they think it is an example of capitalism or socialism.Verbal/written debate: Which do you believe in – capitalism or socialism and why?AO1 & AO3: Understanding, extraction and application of contextual information.PPT slidesDNA: Celebrations or assorted chocolatesExercise books or paperCopies of the consolidation quotation sheetSpoken communicationDebating skillsCritical thinking skillsUse of SPaGVisual counting in DNA3To understand the political philosophies of Britain in 1912 versus 1945.To consider the importance of the introduction of the Welfare State after World War Two.To evaluate the effects and impact of the World Wars on the political philosophy of Britain in 1945.DNA: Pupils should read the information about the new iPhone and its price on the IWB. They are to discuss whether this is fair of Apple to do or whether it puts those on older models or with other phone companies at an unfair disadvantage and why.Imagery re-cap: Pupils are to look at the contextual images and orally answer the 5 W’s and Might? Should? Could?Context of Labour: Pupils are to write down information about the Labour Party and its creation 1945 compared to modern-day Labour. Pupils should also talk about answers to the green and amber questions on unstructured laws.Welfare State: Pupils are to watch the BBC Bitesize clip on the Welfare State. They should then help the teacher to create class notes on it on the IWB and record these into their exercise books.Stretch: Pupils should look at the divide between Labour and Conservative votes between the generations from August 2018. They are to watch the clip from War Horse and think about how the impact of selling Joey would have also influenced his decision to vote in the 1945 General Election. Pupils should then think about how the generations will have been influenced by the two World Wars and how they may have voted based on information on the IWB slide. The Duck Song: Pupils should watch the clip of the Duck Song and think about how it links to both capitalism and socialism and where.AO1: Extraction of key information from the opening stage directions during the annotations task.AO2: Analysis of language as the play is read, especially through the exploration of first impressions of characters and the stage directions.AO4: Evaluation of pupil AfL responses to teacher questioning.PPT slidesYouTube clips in slidesHardback class copies of An Inspector CallsPupils’ photocopied versions of An Inspector Calls for annotationsGuided teacher pre-prepared annotations (if available)SmartBoard penSpoken communicationDebating skillsCritical thinking skillsUnderstanding of years and centuries and the differences between themDecoding and applying information from a map4To gain an understanding of first impressions of characters and setting.To analyse the use of language and the use of setting in the opening stage directions.To apply previous knowledge of capitalism and socialism to the opening of the play and consider how dramatic devices are used to illuminate these themes.DNA: Pupils are to draw the pyramid in their exercise books. They should label it with each of the social-classes and arrows to show the distribution of wealth.Context of women’s rights: Pupils are to write down the information from the IWB on women’s rights. This should complement their homework on women’s rights, business and politics.Clip about women’s rights: Pupils are to watch the short centenary celebratory clip about the Suffragettes and women’s suffrage and make their own notes while the clip is playing.Character social hierarchy: Pupils are to draw the pyramid in their exercise books. They should label it with each of the character’s names to highlight where they are positioned in the social hierarchy.The Birling family social ladder: Pupils should record the Birling family social ladder into their exercise book. They are to predict what they think of character expectations from the opening of the play. They are also to write down the definition of patriarchy to be used in essays.First impressions of the characters: Pupils should complete the character summary boxes using the opening stage directions of the play based on what is said about each of them and referring to p.10 for information on Inspector Goole.AO1: Extraction of key information from the opening stage directions during the annotations task.AO2: Analysis of language as the play is read, especially through the exploration of first impressions of characters and the stage directions.AO4: Evaluation of pupil AfL responses to teacher questioning.PPT slidesYouTube clips in slidesExercise books or paperRulers for hierarchy pyramid drawingsPens/pencils for hierarchy pyramid drawingsCharacter first impression summary sheetsSpoken communicationDebating skillsCritical thinking skills5 & 6To understand the plot of Act 1.To consider the importance of a dinner party setting in establishing class.To evaluate whether the Birlings are ‘good’ social leaders for Brumley based on Act 1.DNA: Using the questions as support prompts, pupils are to look at the cover of the play and describe the person on it in no more than 150 words. As an extension, they are to finish the sentence, “I think that ‘An Inspector Calls’ will feature…”.Imagery: Pupils are to look at the image of the Birling family and the Inspector. They should discuss responses to the listed prediction questions.Eva Smith’s story: The teacher should read out the summary statements of Eva/Daisy’s story in the play and ask pupils the RAG rated questions to discuss as a class.Staging: Pupils are to write down the information about staging from the IWB and answer the questions together.Staging in Act 1: Pupils are to turn to their photocopied versions of the play and read the opening stage directions, using the instructions to structure their analysis work and highlighting. The teacher should then present the model annotations and ask for feedback to write on the IWB. Pupils who need this should then add it to their own annotations.Analysing first impressions of the characters: In set groups, pupils will each have the double-sided A3 sheets, one per character per group. In their groups, pupils should the scene in the opening stage directions and draw what they think their character would look like using the opening staging. They should then turn over and annotate their given character’s descriptions picking out language and theme. AO1: Extraction of key information from Act 1.AO2: Analysis of language as the play is read, especially through the exploration of first impressions of characters and the dinner party setting.AO4: Evaluation of pupil AfL responses to teacher questioning.PPT slidesExercise books or paperHardback class copies of An Inspector CallsPupils’ photocopied versions of An Inspector Calls for annotationsGuided teacher pre-prepared annotations (if available)SmartBoard penSpoken communicationDebating skillsCritical thinking skillsWriting skills – use of Standard EnglishUse of SPaGTeamwork skillsCommunication skillsDrawing and imagination skills7To re-cap knowledge and understanding of stage directions.To apply previous knowledge of language, setting and context when analysing the opening stage directions.To evaluate first impressions of the structure of the Birling family and its individual characters in respect of how they reflect capitalism.DNA: Based on pupils’ first impressions, they are to draw a square in their exercise books and add the initials of the characters to each seat depending on where they think they would sit. As a stretch, they should then add notes on what each character’s seat at the table suggests about their power within the family hierarchy.Class discussion: What are the audience’s first impressions of the Birlings? Why? How is capitalism presented in the opening?Class discussion: Pupils should think about the qualities that make a ‘good’ person compared to a ‘good’ leader. Pupils should also consider the differences between the two and if they think any of the Birling family will be ‘good’ people or ‘good’ leaders (or not) and why.Contemporary politics and leaders: Pupils should watch the video clip with the former Prime Ministers talking about the death of Jo Cox. Whilst watching, they should think how the current political leaders of today’s Britain have taken a pledge and sense of responsibility in trying to make society better since Jo’s tragic death – and how and why the Birling family have failed to do this from first impressions, including if the family may exhibit some of the qualities suggested by David Cameron and Tony Blair.Dinner parties: Pupils should consider how dinner parties differ today compared to that of the Birling’s dinner party in 1912, what the idea and concept of a dinner party tells us as the audience about class or if it is mentioned in society in general about class differences even today and if the concept is capitalist? If a dinner party is capitalist, are ITV just trying to make money with such shows as Come Dine with Me or is there more to it than this, e.g. for entertainment to see show how ‘ordinary people’ can also enjoy dinner parties?Come Dine with Me: The teacher should explain how ‘ordinary people’ can now be on Come Dine with Me by applying – is this trying to bring the idea of dinner parties ‘down’ to lower-classes and therefore supporting capitalism and the class system or not? If so, is this not ironic and indoctrination through propaganda?AO1: Extraction of key information from the opening stage directions and using evidence to support verbal and written AfL responses.AO2: Analysis of language, setting and structure of each group’s character from the opening stage directions.AO3: Links to previous contextual knowledge through analysis of the opening stage directions in groups.AO4: Evaluation of thoughts and feelings of the Birling family structure through pupil AfL responses to teacher questioning.PPT slidesExercise books or paperYouTube clips in slidesRulers for dinner party table drawingsPens/pencils for dinner party table drawingsSpoken communicationDebating skillsCritical thinking skills8 & 9To re-cap the first half and understand the second half of Act 1.To apply previous knowledge of the family’s hierarchy and context.To infer power and class through Priestley’s use of staging after the arrival of the Inspector.DNA: Pupils are to watch the Indoraptor clip from Jurassic World: Fallen Kingdom. After watching, they should think about the RAG rated questions on the IWB slide, including the Stretch.True/False re-cap: Pupils are to complete their copy of the True or False? Quiz with a T/F depending on whether they think each statement is true or false. Then, this should be stuck this into their exercise book.Predictions: Pupils should write out the prediction statement and either use the suggestions provided if they are struggling OR coming up with their own point to answer the question.Acting out: Pupils are to act out the play in full before analysis work using props and putting classroom tables together to simulate the play in action. There should be one pupil per character (and there are five characters). The teacher should stop the acting at various points for AfL questioning to examine progress and to prepare pupils for future analysis work.Despite the Birling’s celebrating Sheila and Gerald’s engagement are there any hints that perhaps all is not well in their relationship?Why is Mr Birling so keen for Sheila and Gerald to marry? What might this make us think about him? What do we notice about Eric, his behaviour, his views and how is he treated?What examples of dramatic irony are there at the start and why have they been included (WWI and the Titanic)?What does the following quote tell us about Birling: ‘...a man has to make his own way – has to look out for himself – and his family too...’?What does Birling say that his chance of a knighthood hinges on? How is this an example of dramatic irony (e.g. ‘don’t get into trouble’)Is the Inspector just telling the story of Eva Smith or is he making comments about society as a whole? What point is he trying to make?AO1: Extraction of key information from Act 1.AO2: Analysis of language, dramatic irony and structure as the play is read, especially through the exploration of impressions of characters and power relationship changes after the arrival of the Inspector.AO4: Evaluation of pupil AfL responses to teacher questioning.PPT slidesExercise books or paperYouTube clips in slidesCopies of the true/false quiz on A4 paperAIC props from the opening stage directions: decanter, empty and well rinsed port bottle, fake cigars, tablecloth2 row tables pushed together with 5 chairs around itSpoken communicationDebating skillsCritical thinking skillsOracy skillsLanguage analysis skillsEvaluation skillsUnderstanding of family relationships through a hierarchy/family relationship chart10To identify how Priestley portrays the Inspector in Act 1.To analyse the Inspector’s initial appearance in Act 1.To explore how Mr Birling’s attitude contrasts to the Inspector’s attitude in Act 1.DNA: Pupils should watch the clip from Ripper Street. They are to think about what makes Reid similar (and different) to the Inspector in Act 1 and what makes a stereotypical English policeman/Inspector.The Inspector and socialism: As a whole class dialogic discussion task, the teacher should ask pupils the question on the IWB: What belief does Priestley use the Inspector to represent: capitalism or socialism? As a stretch using a HA pupil, the teacher should ask: How does the timing of the Inspector’s arrival suggest that Priestley is using him to represent this particular view? Analysing the Inspector A3 grid: Pupils are to complete the A3 analysis grid on the Inspector. A specific section of text has been extracted from Act 1 with differentiated tasks that ‘push up’ Blooms Taxonomy from LA to HA tasks and thinking at Greater Depth.Re-capping the presentation of the Inspector: To re-cap pupils’ previous exploration of the Inspector and first impressions of him, pupils should read Priestley’s introduction to his character on the IWB from p.10 of the play. They should either write answers to or discuss answers to the RAG rated questions:What suggestions about his character are made?How can the Inspector be compared to Mr Birling?How might the Inspector be linked to the author?The teacher should then use the following slide with highlighting to show answers to the green and amber questions. Pupils should highlight and annotate their copies of the Inspector’s introduction by Priestley in their photocopied versions of the text.The Inspector vs. Mr Birling extension comparison table: If pupils have completed their A3 analysis grids on the Inspector in Act 1, they should turn over their double-sided A3 sheets and complete the comparison table of the Inspector vs. Mr Birling using the pre-created guidance notes if needed.Whole class discussion: What are the similarities and differences between Mr Birling and The Inspector?What we learn about the Inspector: Pupils are to complete one of the sentences on the IWB slide to show what we learn about the Inspector in Act 1. As a stretch, they should then use their comparison tables to compare him to Mr Birling.Guided SQIDID: The teacher should use the PPT slide to guide pupils through the process of SQIDID when they need to include and write about more than one quote in an analytical paragraph.Example SQIDID on the Inspector: Pupils are to read the exemplar SQIDID paragraph on the Inspector and identify where the elements of SQIDID are in the paragraph. They should highlight the relevant sections on their copy of the SQIDID paragraph.Writing a SQIDID paragraph: Pupils should write their own SQIQID paragraph in your exercise book using these sentences to help you.AO1: Extraction of key information the stage directions and opening scene in Act 1 where the Inspector is first introduced by Priestley and when he first meets the Birling family.AO2: Analysis of language and key words on pupils’ analysis of the Inspector scaffolded grid and Mr Birling vs. Inspector comparison grid.AO4: Evaluation of comparisons capitalist vs. socialist views in respect of the Mr Birling vs. Inspector comparison grid – i.e. whether or not the interjections of the Inspector are successful in undermining Mr Birling’s capitalist authority.PPT slidesExercise books or paperYouTube clips in slidesCopies of A3 The Inspector analysis grids and characterisation comparison table (The Inspector vs. Mr Birling)Copies of the modelled SQIDID paragraph on the InspectorPupils’ photocopied versions of An Inspector Calls for annotationsGuided teacher pre-prepared annotations (on slides)SmartBoard penSpoken communicationOracy skillsLanguage analysis skillsEvaluation skillsCompleting mini-analysis tasks in set order or by pupil choice11To re-cap contextual knowledge of the Birling family’s social hierarchy structure with links to capitalism.To evaluate the influences of the social structure and hierarchy of the Birling family with links to capitalism.To clearly evaluate and begin to be perceptive about the social structure and hierarchy of the Birling family with links to capitalism.121112131415161718192021222324252627282930 ................
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