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Curriculum Area: Year 10/11 An Inspector Calls by JB Priestley Learning ObjectivesThree-way challenge learning objectives for each session.Learning activities, Differentiation + ChallengeStarters,Mains ActivitiesPlenaries / AFLClips + Links New key terminology:Links to lesson:1An Inspector Calls IntroductionLearning Outcomes: Describe some aspects of the social and political background to the play. Explain the differences between socialism and capitalism. Evaluate how life would be different for working class and middle class people in 1912. Starter: You and a group of students have all worked on a school project together and are to be rewarded with a pizza of your choice as a reward.However, some people in the group feel that they worked harder and better than others and should therefore eat more of the pizza.Challenge: How would you divide the pizza up? Equally between everyone or sliced up differently for each person?Extra Challenge: It turns out some people who want more of the pizza got a lot of help from their parents. Should they still be given more pizza?Mega Challenge: How might this pizza be used as a metaphor or analogy for politics?Task 2: Put student-friendly definitions of capitalism and socialism on the board (see PP).Which of these do you agree more with? Why?What are the pros and cons of both systems?Evaluate what system we have in Britain at the moment and what changes you would make to it and why.Discussion: Do you think universal healthcare is a good thing or should people be responsible for their own health?Task 3 (see historical context document in PP):Challenge: Read through the historical context information and highlight all the most important facts.Extra Challenge: How would you describe Priestley’s political viewpoint: Socialist or capitalist? Mega Challenge: Why did Priestley choose to set his play in 1912? Main task: Students divide up a pack of adjectives (see PP) into three columns: A male middle-class factory owner, 1912; a female working-class servant, 1912; or both.Extra Challenge: Why did you divide up the words the way you did?Mega Challenge: Why might gender be particularly important at this time? How might it affect people’s lives?Discussion: Imagine you are a wealthy person in the Edwardian Period. Do you feel any sense of responsibility for the poorest in society or is it up to those people to look after themselves?Plenary: Pie chartDraw a circle.In your circle colour in a segment of how much you’ve met the learning objectives from today.What else do you need to learn about to make it to 100%?SocialismCapitalismEdwardian periodHistorical contextPovertyWealthContrastLink to PP and resources: looks at AO3.2An Inspector Calls: Act 1 Scene 1Learning outcomes:To describe the importance of stage directions in ‘An Inspector Calls’To analyse the descriptions of the main characters in the stage directionsTo evaluate how the characters are presented to the audience at the beginning of the playStarter: JB Priestley’s ‘An Inspector Calls’ is a play, not a poem or novel. Because it is a play, it features special devices to be used on stage – so people can watch the actors as the characters.Challenge: Why are stage directions used?Extra Challenge: Why are they important to a writer?Mega Challenge: Why are they important to an actor/director?Task 2: Read the stage directions for Act One. Challenge: Write down all the objects that tell us that the Birlings belong to a middle class family.Extra Challenge: Which objects in the stage directions tell us that the Birlings are celebrating a special occasion? Why?Mega Challenge: Why did JB Priestley choose to show the family eating a meal together around a table? Why is it important that there is a maid?Task 3: Challenge: Choose ONE of the characters from the stage directions on the right. Draw what they look like using the description provided. Extra Challenge: Which of these characters do you think you will like? Why? Which do you think you will dislike? Why?Mega Challenge: Which characters do you think are in charge here? Why?Main task: We’ll now watch the first part of a film version (see PP for film clip link)Challenge: What each of the characters are like: Sybil (Mom), Arthur (Dad), Sheila (Daughter), Eric (Son), Gerald (Engaged to Sheila).Extra Challenge: What is happening in the story.Mega Challenge: The themes or ideas that are shown in the first part of the play (e.g. family, wealth). Final task: Let’s go back to the very first stage direcitons. Why is it important that the furniture is “good solid” but the house is not “cosy and homelike”? What does it tell you about the family?Why would Priestley want the lighting to change from “intimidate” (familiar, private and personal) to much ‘harder’ later on?The audience never read these lines but see the action on stage. Why then is it important as students of literature for us to study these stage directions?Plenary: Sum up your learning today in one sentence.Then reduce it down to one word.What is your one word and why?Stage directionsDirectorActorsLightingPropsConnotationsPP, all resources and additional notes here: lesson focuses on AO1 and AO2.3Arthur BirlingLearning outcomes:To describe the type of character that Arthur Birling is.To explain the way in which Priestley presents Birling to the audience and why.To evaluate the use of language techniques used by Priestley to impact on his audience through the character of Birling. Starter: Visual stimuli for ‘competition’ and ‘community’ (see PP).Challenge: Which do you think is better? People competing against each other for the best jobs and the most money or people working together as a community?Extra Challenge: Do you think Arthur Birling prefers competition or community? Why?Mega Challenge: What might Arthur Birling be a symbol of in terms of politics? Think about capitalism and socialism.Task 2: We’ll study Arthur Birling’s opening speech. Q: Is Arthur Birling a socialist or a capitalist? In my opinion, Arthur Birling is a _____________ because when he says: “…” this tells the audience that he believes… +EC: In particular, when Birling uses the word “nonsense”, this emphasises to the audience that he thinks… because…+MC: The use of the language technique ___________ when it says “…” makes clear to the audience that Birling feels… because…Discuss: Where would you put Birling on this scale right now (see PP)? Why?Extension: Do you think Birling will change in this play? Why? Why not?Task 3: Now we’re going to look at some key Arthur Birling quotes from the first part of the play (see PP and additional resources)This quote tells me that Birling is a ___________ person because…The way that Priestley presents Birling in this quote emphasises to the audience that he is… because…The use of the language technique ___________ when it says “…” makes clear to the audience that Birling is… because…Additional notes for teacher and students provided in PP.Main task: Let’s evaluate Birling’s personality. Draw a small circle in your exercise book (use a pair of compasses to make it neat!)You’re going to create a pie chart to represent Birling’s personality.You can use the example on the left to help you (see PP).Add in specific quotes for each aspect of Birling’s personality.Why did you make the choices you did? Why do you think Birling will be an important character in the play based on your findings?Final task: Now we’ll read the part of the play where the Inspector comes in.As we’re reading, think about:What Arthur thinks of the InspectorHow Arthur’s behaviour changes around the InspectorWhether Arthur has power over the Inspector or not.Plenary: EmojisBased on the learning objectives, how do you feel about today’s lesson? How have you progressed? Why? Draw an emoji to represent how you feel about your learning and explain why.CapitalistSocialistAudienceEvaluationPersonalityCompetitionCommunityResources, PP and additional notes can be found here: lesson focuses on AO1. 4The InspectorLearning outcomes:To describe the way Inspector Goole is introduced to the characters and the audienceTo explain how Priestley introduces Goole and whyTo evaluate the effectiveness of our analytical paragraphsStarter: Today we are going to focus on the character of the Inspector. Challenge: What kind of a person do you have to be to be a police inspector?Extra Challenge: What is the role of a police inspector? What should their personality be like to help them in their job?Mega Challenge: Back in 1912, someone like Arthur Birling would hold a lot of people because he knew influential people. How might this affect the police inspector’s job? Task 2: We’ll look at how the Inspector is introduced to us through the stage directions.Challenge: Draw what you think the Inspector looks like and include quotes from the description above (see PP).Extra Challenge: How is the Inspector described differently to the other characters? Why will he stand out? Mega Challenge: Why would JB Priestley want the Inspector to stand out from the other characters? What might the Inspector represent to the audience? Additional notes about how the Inspector is introduced and in comparison to the Birlings are provided in the PP for both teacher and student.Main task: Q: How does Priestley introduce the character of Inspector Goole?Challenge: Write a PEA paragraph.Extra Challenge: Write a PETA paragraph.Mega Challenge: Write a PETAZL paragraph.Provide model paragraph and sentence starters as a scaffold (see PP).Peer assessment opportunity: Students select their own success criteria through discussion. In red pen, peer assess the student’s PETAZL paragraph:WWW: What have they done well?EBI: What do they need to improve on?Now – What can they do right now (e.g. a task) to show their improvement?Plenary: Lesson scaleOn a scale of 1-10 (10 being the most), how well do you think you’ve met the learning objectives for today’s lesson? Why?PresentationIntimidatingPowerfulAdjectivesStage directionsAll resources, PP and additional notes here: lesson focuses on AO1 and AO25ResponsibilityLearning outcomes:To describe how responsible Arthur feels about Eva Smith’s deathTo explain which quotes best show Birling’s attitude towards Eva’s suicideTo evaluate how Sheila’s feelings about Eva’s death are different to her father’s and why.Starter: Homeless man on board (see PP). This man is homeless. Who is responsible for him?Himself?The government?Charity?Society?Challenge: Explain who you think is responsible for this man and why.Extra Challenge: This man is homeless because he lost his job and couldn’t find another one. Should we still help him? Why?Mega Challenge: Which characters in ‘An Inspector Calls’ might want to help him? Which would not care?Task 2: We’ll read the Inspector’s interview of Arthur Birling now.As we’re reading, think about:Challenge: What happens in this part of the play.Extra Challenge: The reasons the Inspector implies Arthur is to blame for Eva’s death.Mega Challenge: The reasons Arthur gives to show he doesn’t think he is responsible for Eva’s death. Task 3: As the Inspector interviews each member of the family, it seems like he wants them to feel responsible for the death of Eva Smith.Challenge: Complete a table like the one above (see PP. Table outlines reasons why Birling may be responsible and may not be responsible for Eva’s death).Extra Challenge: Add “quotes” for each part of the table.Mega Challenge: Rather than drawing a table, explain why you think Arthur is responsible for Eva’s death using quotes and why you think Priestley wants to show Arthur as responsibleMain task: Draw a graph like this in your exercise book. Draw a line to represent Arthur and add in quotes to explain your decisions. (see PP.)Challenge: Draw the graph and include Arthur’s line of responsibility.Extra Challenge: Add “quotes” on to your line, try to add at least three.Mega Challenge: Explain what these quotes show about Arthur’s sense of responsibility or lack of it.Now we’ll read the Inspector’s interview o Sheila Birling. As we’re reading, think about:Challenge: What happens in this part of the play.Extra Challenge: The reasons the Inspector implies Sheila is to blame for Eva’s death.Mega Challenge: How Sheila reacts different to the way her father did to being linked to Eva’s death.Final task: Once we’ve finished reading add Sheila’s line of responsibility onto your graph.Challenge: Add in Sheila’s line of responsibility to your graph.Extra Challenge: Add “quotes” on to your line, try to add at least three.Mega Challenge: Explain how Sheila’s attitude towards Eva’s death differs to her father’s and why – refer to specific quotes.Plenary: Hot SeatIn pairs, one of you will pretend to be Arthur. The other person is interviewing you.Ask them whether they feel responsible for Eva’s death or not.Next, switch partners and this time the other person is Sheila.How do they feel about Eva and why? Responsible: Having a duty to look after someone or something.ResponsibilityCulpabilityGuiltContrastAll resources including PP AND additional notes for students and teacher can be found here: lesson focuses on AO1.6Sheila BirlingLearning outcomes:To describe how responsible Arthur and Sheila feel about Eva’s deathTo explain which quotes show these different characters’ feelings of responsibilityTo evaluate how specific quotes get across Sheila’s feelings to the audienceStarter: When Sheila finds out about Eva Smith’s death she says:Sheila: (rather distressed) Sorry! It's just that I can't help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight. Oh I wish you hadn't told me. What was she like? Quite young?Challenge: How does Sheila respond to the news of Eva’s death?Extra Challenge: How does she react differently to her father Arthur?Mega Challenge: Do you think Sheila is more likely to accept responsibility for Eva’s death than Arthur? Why? Why not?Task 2: On your diamond diagram (see PP), order the 9 quotes (all on PP) so that the quote that shows Sheila’s attitude is different to her father’s the most goes top, with the quote that shows this the least goes at the bottom.Annotate your diagram and explain your decisions (see the example above).Evaluate how Priestley presents Sheila’s reaction to Eva’s death and why he wanted to make it seem so different to her father’s. Task 3: Now we’ll carry on reading Sheila’s interview with the Inspector after she returns. We’ll read from ‘[Enter Sheila, who looks as if she's been crying.’ to ‘Sheila: He went into the drawing room, to tell mother what was happening here. Eric, take the inspector along to the drawing-room.’As we read, think about:How Sheila was involved in Eva’s lifeHow Sheila feels now about what happenedHow Sheila’s feelings about Eva and her plight differ from those of her father when he was interviewed.Main task: Pick 3 key quotes from the Sheila Birling interview (see PP).Challenge: Explode one of these quotes onto the sheet (explode quote sheet on PP).Extra Challenge: Explode another quote of your choice from the part of the play we have read.Mega Challenge: Evaluate how Sheila is presented differently to her father and how the writer (JB Priestley) shows this through language techniques. Plenary: Post-itOn your post-it, write down what you have learnt today. Be as concise (straight to the point) as you can.Empathy: The ability to understand and share the feelings of another.Sympathy: Feelings of pity and sorrow for someone else’s problem.All resources, PP and additional student and teacher notes can be found here: lesson focuses on AO1 and AO2.7Gerald CroftLearning outcomes:To describe how Gerald and Sheila feel differently about the InspectorTo explain how powerful the ending of Act 1 is for the audience and why.To evaluate how Gerald perceives Sheila and vice versaStarter: Sheila: Yes – except for all last summer, when you never came near me, and I wondered what had happened to you.This is a quote from Sheila to Gerald in the very first scene of the play.Challenge: Using this quote, how do you think Gerald is connected to Eva Smith?Extra Challenging: Do you think Gerald really loves Sheila? Why? Why not?Mega Challenging: What other motives might Gerald have for associating himself with the Birlings?Task 2: We’ll watch the part of the film just BEFORE the Inspector interviews Gerald.As we’re watching, think about and make notes on:Challenge: What Sheila says to Gerald.Extra Challenge: How Sheila’s attitude to Gerald about the Inspector is so different.Mega Challenge: Why JB Priestley gives Sheila and Gerald this brief scene together and what it tells the audience. Main task: Now we’ll work in groups to analyse three key quotes from the end of Act One with a focus on GeraldWe will spend five minutes on each quote before moving onto the next. Use your quote sheet to make notes on each quote.You can choose which questions you answer – the green ones are the most challenging. In your group you can choose to answer different questions if you wish, but try to answer as many amber or green questions as possible. (Key quote sheets, quotes and questions on PP, alternatively choose three key quotes).Task 4: Q: Why is the end of Act One so powerful?Challenge: Find a small quote from this part of the play that shows the Inspector is really powerful. Explain why you chose it. I think “…” is really powerful for the audience because…Extra Challenge: When an act ends in the theatre, they usually drop the curtain and it is a significant moment for the audience. Why is the final word ‘Well?’ such a good way for the Act to end? Mega Challenge: Write a PETAZL to answer the question at the top. Point / Evidence / Technique / Analysis / Zoom / LinkFinal task: Now we’ll read the beginning of Act 2 together.As we’re reading, think about:Challenge: How Gerald treats Sheila around the Inspector.Extra Challenge: How Sheila responds to Gerald’s treatment and what this shows us about her.Mega Challenge: What an audience might think of Gerald at this point of the play and why.Plenary: Parrot talkA parrot (or an alternative soft toy) will be thrown at you. When you catch it, you must answer a question about what you have learnt today from one of the other students. Once you’ve answered it, you can then choose another student to answer a question by gently throwing the parrot to them. Responsible: Having a duty to look after someone else.Motives: Reasons for doing something.Stage directions – Used by playwrights to show actors and directors key information about movement, facial expressions and actions so the audience can see them on stageForeshadowing – Hinting to the audience about what will happen in the futureHistorical context – Because this play is set in the Edwardian era (in 1912) but performed just after the Second World War (1945) the characters could be allegorical and represents ideas like sexism and gender equality.Edwardian era – The time period in which the play is set (The play is set in 1912)Suspense – The audience are waiting for something inevitable to happenCatalyst – A device which makes a change happen quickerAll resources, PP and additional notes can be found here: lesson focuses on AO1 and AO2.8Sheila and GenderLearning outcomes:To describe the way women were treated in 1912.To explain how Sheila changes after being interviewed by the Inspector and how this is reflected in her use of languageTo evaluate how JB Priestley uses Sheila as a symbol in Act 2.Starter: Inspector: And you think young women ought to be protected against unpleasant and disturbing things??Gerald: If possible – yes.?Challenge: Using this quote, explain how you think the male characters in the play see Sheila and why.Extra Challenge: How do you think Sheila reacts to this treatment?Mega Challenge: How do you think the Inspector treats Sheila? What might he be a symbol of in relation to her?Task 2: Provide some background info and statistics on women and employment during the Edwardian period (see PP for details). Look at the tableC: What does it tell you about the jobs women did in the 1900s?EC: How might this explain attitudes towards women by men in the 1900s?MC: Why might this explain Sheila’s behaviour at the start of the play? How does she change? Provide background information on the Suffragettes and women’s lack of rights including the right to vote.Task 3: Pick a quote from Sheila at the beginning of the play and one from towards the end (see PP).C: Which of these two quotes shows Sheila as strong and which as weak?EC: What does the noun ‘mummy’ tell you from the first quote? How does she sound different in the second one?MC: Why is it so important for JB Priestley to show Sheila is changing and becoming more powerful? Task 4: Watch part of the 1982 film version (From ‘Sheila: no, but you haven't finished asking questions – have you?’ to ‘Mrs Birling: over -excited. And she refuses to go. (with sudden anger, to inspector.) well, come along – what is it you want to know?) – see PP for link.As we’re watching, think about:Challenge: How Sheila reacts to what Gerald says as he tries to defend his actionsExtra Challenge: How Sheila behaves around her mother Mrs Birling and how Mrs Birling reacts.Mega Challenge: What has happened fundamentally changed about Sheila’s personality from the start of the play? Why has this happened? How does she act as a symbol of all women?Main task: Provide two key quotes about Sheila: First one – “And now you've made up your mind I must obviously be a selfish, vindictive creature”; Second one – “Sheila: (eagerly) Yes, that's it. And I know I'm to blame – and I'm desperately sorry – but I can't believe – I won't believe – it's simply my fault that in that in the end she – she committed suicide.”Provide students with a list of adjectives to describe Sheila (see PP).Read the two quotes about Sheila here.Which of the adjectives above best fits with each quote here? Why? Example: Sheila is independent as she now refuses to accept Gerald’s responses and interrupts him (cutting in).How does Priestley make Sheila seem different to Gerald now? Does he seem more childish than her? Explain your ideas.How does Sheila appear to be thinking on a different level to the other characters? Refer to specific quotes in your answer.Final task: Provide students with key quotes where Mrs Birling and Sheila interact. Highlight key sections for students to focus on (see PP).Discuss: What do you notice has changed in the relationship between Sheila and Mrs Birling? How? Why?Plenary: Draw what you have learnt today. It could be a symbol or an image, something that comes into your head based on what you’ve learnt.Ask the person next to you to write in your exercise book how they interpret your picture.Example: “I think _____ drew this because…”GenderGender inequalitySuffragettesUniversal suffrageInequalitySymbolEmploymentDisparityPrejudiceDiscriminationAll resources, PP and additional student and teacher notes can be found here: lesson focuses on AO1 and AO39Gerald and Daisy RentonLearning outcomes:To describe our opinions on Gerald before and after we found out how he was connected to DaisyTo explain how Gerald is presented to the audience during his interview with the InspectorTo evaluate how Sheila and Gerald’s relationship has changed by the end of this sceneStarter: At the moment what is your opinion on Gerald?Why do you feel this way about him?How do you think Sheila currently feels about Gerald? Why?Task 2: Watch the film clip (see PP)As we watch, make notes on the following:What happened between Gerald and DaisyHow you think Gerald genuinely feels about DaisyWhether you feel sorry for Gerald at all or not and why. Try to refer to specific quotesMain task: We will now look at some key quotes from this part of the play. Provide students with around 10 key quotes from the Inspector’s interview of Gerald regarding Daisy (see PP).For each one give it a number from 1-10:1 = Think Gerald is selfish and arrogant5 = Feel neutral about Gerald10 = Feel genuinely sad and sympathetic for GeraldExplain your interpretations for each one.Create an evaluation about how Gerald is shown within this scene. Does Priestley want us to sympathise with Gerald? Why? Why not? Refer to specific quotes. Task 4: Sheila returns her engagement ring to Gerald. Discuss: How does the ring act as a symbol of Sheila’s transformation in the play?Final task: Provide students with a list of adjectives to describe the relationship between Gerald and Sheila NOW (see PP).Read the conversation between Sheila and Gerald just before Gerald leaves.Look at the words at the top. Which one best describes the relationship between Sheila and Gerald now? Why?How do Sheila and Gerald have an understanding between them that Birling can’t see?Why is it so important that Gerald says he wants to come back? What does it make the audience feel about Gerald?Plenary: Connect GameUsing your new understanding and learning from today’s lesson, work in pairs to ask each other questions from the lesson.Each correct answer earns a circle on the connect board. You have to get four in a row to win! (see PP for board game layout)ResponsibilityGuiltSympathyEmpathyPityRegretAll resources, PP and further teacher and student notes can be found here: lesson focuses on AO1. 10Mrs BirlingLearning outcomes:To describe how Mrs Birling behaves around the InspectorTo explain how she battles for power with the Inspector using languageTo evaluate how she sees her son Eric and what it tells us about her characterAt the beginning of Act Two, Mrs Birling comes on stage to speak to the Inspector for the first time.Read through the opening of Act 2 again.Find a quote which shows Mrs Birling is trying to be powerful when introducing herself to the Inspector. Explain why you chose that quote. I chose the quote “…” as an example of Mrs Birling trying to impose her power on the Inspector because…Why do you think Sheila behaves the way she does around her mother? Do you think she has more power than her mother or not? Why?At what point does the Inspector show his control over the scene? Why did you choose that part? Task 2: Look at two key quotes from Mrs Birling from this part of the play: “Now Mrs Birling. Enters, briskly and self-confidently, quite out of key with the little scene that has just passed. Sheila feels this at once.”“Mrs Birling: (same easy tone) I'm Mrs Birling, y'know. My husband has just explained why you're here, and while we'll be glad to tell you anything you want to know, I don't think we can help you much.”Provide differentiated questions about the quotes on a worksheet for students to answer, such as:Why does she enter “briskly and self-confidently?” Remember that she knows the Inspector is in the room.Out of key means not quite fitting in. This is the first time Mrs Birling meets the Inspector. What does Sheila know that she doesn’t? Look carefully at how Mrs Birling uses pronouns (we, you), how she introduces herself and how she treats the Inspector. Why is Mrs Birling behaving around the Inspector this way and how does it tie into social class of the Edwardian period?Main task: Provide a range of symbols that represent the Inspector at this point in the play (for example, a knife to show he is able to cut through the flimsy arguments and protests of the Birlings). Provide the conversation between Mrs Birling and the Inspector (see PP).Which object best represents the Inspector? Why?Use quotes from this conversation to support your ideas.Look at the dashes in the conversation. What do they represent and why?Final task: We’re going to read from “He’s just talking to my son, Eric, who seems to be in an excitable silly mood” until “so that we’ll hang ourselves.”How does Mrs Birling view her son Eric? How do you know?What happens in this scene that challenges this view?What is Priestley implying about the older generations in his play based on this extract? Plenary: One WordSum up what you have learnt from today’s lesson in just one word.Be prepared to share your ideas. Dramatic ironyResponsibilityReputationGuiltRegretIronyAloofnessSnobberySocial superiorityConflictPower struggleAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2.11Eric BirlingLearning outcomes:To describe the type of character that Eric is in An Inspector CallsTo explain our interpretations using key quotes from the playTo evaluate how the writer uses language techniques to influence the audience regarding the portrayal of Eric as a characterStarter: Provide a list of pictures that allude to plot events or symbols related to Eric Birling.How does each picture represent the character of Eric?Extension: Find a key quote that matches each picture and explain why.Task 2: Group work. Divide students up into no more than six groups of fours or fives. Provide each group with one key quote regarding Eric Birling (see PP).Working in your group, make notes on how the quotes given to you present Eric as a character.Explain your interpretations in detail on your note sheets.Evaluate what language techniques Priestley used within the quotes to help get across to his audience the type of character Eric is. Refer to specific examples. Main task: Eric quote carouselOnce we’ve all had a chance to make notes on our selected quotes, at the end of the time one person will be asked to stay with your quotes and act as an expert on them.The rest of the group will move on to the next set of quotes and work with the expert to make notes on the new quote.You will all do this until you have made notes on all the quotes.Watch 42.00 to 51.00 of the film version (see PP for link)We’ll see how Mrs Birling is connected to Eva/Daisy’s death, but also find out more about Eric’s involvement.As we’re watching, make notes on the following:How Mrs Birling is connected to Eva’s deathHow Mrs Birling reacts to the Inspector’s questioning and how Sheila reacts to thisAt what point you realised the connection between Eric and Eva and why you realised it before Mrs Birling does. Final task: Eric enters the play at the very end of Act 2“[Inspector holds up a hand. We hear the front door. They wait, looking towards door. Eric enters, looking extremely pale and distressed. He meets their inquiring stares.??Curtain falls quickly.]?END OF ACT TWO”Discussion: Why would Priestley want to end the second third of his play this way? What are the audience expecting from the final act?Plenary: CountdownIn a pair, one person chooses nine random letters.The other person then has to make a word that helps to describe their learning from today’s lesson!You then switch around and swap roles. SymbolChildishEmotionally immatureAudienceCharacterRealisationStructureExpectationsAll resources, PP and further teacher and student notes can be found here: lesson focuses on AO1 and AO2.12Eric and EvaLearning outcomes:To describe our opinions about Eric based on his connection to Eva SmithTo explain the relationships Eric with his father and motherTo evaluate how Priestley shows the breakdown of the Birling family using languageStarter: At the end of Act 2 we know Eric is now linked to Eva.How is he linked to her?What do you think happened between Eric and Eva and why?How does this connection help to explain Eric’s behaviour throughout the play?Task 2: Provide students with 5 or 6 key quotes from Eric’s interview with the Inspector (see PP).Discussion: Read through these questions from Eric in Act Three carefully.How do you feel about him? Has your opinion changed? Why? Extension: How do you think Eric’s parents are feeling when they hear all this?Task 3: Give students two key quotes that reveal Eric stole money from his father’s business and his reasons for doing so (see PP).Read these extracts carefully.Do you like or dislike Eric more now that you’ve read them?Was he right to steal the money? Why? Why not?Is Eric most to blame for Eva’s death? Why? Why not?Task 4: Give students this quote: “Birling: You must give me a list of those accounts. I've got to cover this up as soon as I can. You damned fool – why didn't you come to me when you found yourself in this mess?”Discussion: With the person next to you, how do you think Eric will respond to his father’s question? Why?Main task: On the picture given to you (give students a blank face diagram – see PP):Draw what Eric’s face looks like when he finds out about what Mrs Birling did.Explain how he will feel and why.Why does Priestley use dramatic irony here and how does it impact on the audience?Final task: Give students the conversation between Eric and his mother about his child.Read this extract carefully.Go through and pick out all the dashes being used by all the characters.Why does the writer use so many dashes in this extract?How do the family appear different now to at the start of the play? Plenary: Paper TelephoneStep 1: On the top a piece of paper write down one thing you’ve learnt from today’s lesson.Step 2: Your partner needs to draw what you have written. Then fold over the paper so only the picture can be seen, not the sentence.Step 3: Pass your paper to someone else. They need to write down what the picture is. Fold over the paper so only the new sentence can be seen.Repeat this process again!Dramatic ironyDashesEffectMeaningEmpathySympathyAngerDisgustAll resources, PP and student, teacher notes here: lesson focuses on AO1 and AO213The Inspector LeavesLearning outcomes:To describe the messages the Inspector communicates to the Birlings and to the audienceTo explain how the characters react to the Inspector leavingTo evaluate how the characters differ in their reactions to the Inspector leaving and whyStarter: You are the Inspector. You have finished with the Birlings and now you are planning to leave. You have one opportunity to speak to them before you leave forever. What do you say?Write out your final speech to the Birlings. It might only be a paragraph but make it powerful.What message did you want to leave the Birlings? Why?How would your final speech impact on the audience? Why was it so important for Priestley to get the Inspector’s words right here?Task 2: Focus on the Inspector’s final speech (see PP).What does the Inspector mean here?Look at how the Inspector uses pronouns (their, our, we) here. Why does he divide his speech up this way?What is the Inspector implying here? Why give this message to an audience in 1945?Provide students with historical context around the significance of ‘fire, blood and anguish’, with reference to the Bolsheviks and the social impact of both world wars before the play was written by Priestley.Task 3: Look at how the Inspector speaks and turns to each of the characters. Provide students with the key quotes for each character (see PP).Discuss: Why does Priestley get the Inspector to remind everyone of their involvement in Eva’s death at the end?Task 4: Priestley could have finished the play on the words “Good night”, but he didn’t.After the Inspector leaves, the Birlings are still on stage.What do you think the Birlings talk about once the Inspector leaves?Why did Priestley choose to focus on the Birling family at the end and not on the Inspector?This play was performed in 1945, after the Second World War. Why would having the Birlings on the stage at the end have more power than ending with the Inspector?Main task:Each of the pictures below represents a topic that the family talk about. Work with the person next to you to see if you can work out what they are. (see PP.)Extension: How will the characters end the play? Why?Final task: We’re now going to read and find out what the family talk aboutFrom “Birling: (angrily to Eric) You're the one I blame for this” to “Gerald: That man wasn’t a police officer.”As we are reading, thinking about the following questions:How do Eric and Sheila react to the Inspector leaving?How does this differ to the ways Mr and Mrs Birling react?Why would Priestley want to divide up his characters into two sets?Plenary: BattleshipsYou have each been given a 10x10 grid (see PP). You can now draw your navy onto your paper! Each player's fleet consists of the following ships:1 x Aircraft carrier - 5 squares1 x Battleship - 4 squares1 x Cruiser - 3 squares2 x Destroyers - 2 squares each2 x Submarines - 1 square eachEach person talks about one thing they’ve learnt from today’s lesson. If the other person is happy with the answer then they can choose one square to fire at. Once all the boats are hit then that player wins the game!StructureBolsheviksWorld WarsPost-WarGenerationsYoung and old dichotomyAnti-climaxAll resources, PP and additional teacher and student notes can be found here: lesson focuses on AO1 and AO3.14Generation Gap (Young and Old)Learning outcomes:To describe the difference in attitudes of responsibility between the young and old charactersTo explain how both sets of characters are different and whyTo evaluate why the writer JB Priestley created this tension in the playStarter:Eric, Sheila and Gerald are all quite young.Arthur and Sybil are both much older.Challenge: Which of these characters feels the most responsible for Eva’s death? Which the least?Extra Challenge: Which set of characters feel the most responsible: the young or the old? Why might this be?Mega Challenge: Why did the writer JB Priestley want to show his audience that young people were so important?Task 2: Character speedometersStudents are to create speedometers as a way of evaluating how characters change from the beginning to the end of the play. Create scales with ‘capitalist’ and ‘socialist’ and ‘individual’ and ‘community’ (see PP).Where are the characters on the scales of capitalist and socialist at the start and the end of the play?Explain the decisions you made. Why have the characters changed or not changed?What specific parts of the play showed the changes that were happening in the characters? Why do you think those changes happened?Provide students with quotes from the beginning and end of the play to show how much the characters have or have not changed. There are examples of these and explanatory notes provided on the PP.Main task: Pick out key quotes from the end of Act 3 that make clear there is a generation gap (see PP).Read these key quotes from the end of Act 3 carefully.Is there a gap forming between the two generations (young and old)? If so, why is it happening?Where does Gerald lie in this ‘generation gap’? Why do you think Priestley wanted to have a character like Gerald in the play if he is not fully ‘converted’ like Sheila and Eric?How does this final scene differ from the opening of the play? What has caused such a huge change and why was it so important to Priestley to show it to his audience?Explain to students how An Inspector Calls works as a kind of allegory (see PP for pre-prepared notes).Final task: You are 23, you fought in World War II and you survived – amazingly. Your father fought and died in World War I. You are a car mechanic, earning a pretty poor wage and with little hope of promotion any time soon.There is a General Election coming up that will determine the first Post-War government for the future after the Second World War.Your vote is between Winston Churchill, the man who led Britain to victory during the War and a trusted older head, or Clement Attlee, a man promising social reforms for the whole of society.Discussion: How would you vote and why? Plenary: The Hand of Progress.Draw around your hand in your exercise book.On each finger, write down one thing you’ve learnt from today’s lesson.Symbol – Something that stands or represents something else. Example: My teacher is a symbol of hard work and determination.Post-WarSocial reformsCapitalistSocialistIndividualistCommunityEvaluationDichotomyAllegoryGeneration GapAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO3.15The EndLearning outcomes:To describe how the characters react to the Inspector’s leaving at the end of the playTo explain our interpretations regarding the final twist at the very end of the playTo evaluate how Priestley’s ending may have been beneficial to him as a writerStarter:Today we will focus on the scene after the Inspector leaves the play. You are going to create a graph that looks at each character’s sense of responsibility as the play comes to an end.Work in your group to create your graph and add in at least five key points and quotes for your allocated characters.Group 1 (Gerald and Sheila):Group 2 (Mr and Mrs Birling):Group 3 (Gerald and Sheila):Group 4 (Mr and Mrs Birling):Group 5 (Gerald and Sheila):Group 6 (Mr and Mrs Birling):Create an example graph for students to use that focuses on Eric’s sense of responsibility in the final act (see PP).Task 2: We’ll look at our graphs and discuss our findings.Discussion: Why is there such a pronounced difference between the responsibility lines of Sheila and Eric and those of Gerald, Mrs Birling and Mr Birling?Task 3: If Priestley had chosen to end with the idea of the Inspector simply being a hoax, it could convince his audience that the Inspector’s ideas were wrong and all lies. Therefore Priestley included the dramatic plot twist at the very end of the play to completely alter its closing moments and ultimately its meaning.We’ll watch the final moments of the play again.Discussion: What does this phone call mean? How do those final few sentences radically alter the ending of the play?Main task: The benefits of providing an uncertain ending mean an audience must interpret it for themselves (see PP)On your interpretation grid, decide which of these four explanations best fit your interpretation of Inspector Goole. Draw a dot where you would place your interpretation.Explain your interpretation. Why would you explain Goole this way?Evaluate why ending the play this way is useful and successful for Priestley given his political philosophy.Plenary: Peer-assess PriestleyPriestley’s success criteria:Make the audience think for themselvesAllow different interpretations for maximum impactEnd the play powerfullyPush his political philosophy towards othersLook at the ‘success criteria’ for Priestley’s ending to his play. What did he do well? How could he improve his ending based on these success criteria?SymbolAllegoryStructureAnti-climaxResponsibilityPlot twistPolitical philosophyAll resources, PP and further student and teacher notes are available here: lesson focuses on AO1 and AO216Relationships in An Inspector CallsLearning outcomes:To describe the relationships between characters by the end of the playTo analyse key quotes and how they show the changes in relationships between charactersTo evaluate the divide between the characters by the end of the playStarter: Choose two characters from the play. Create a bar chart for them showing how tense their relationship is at the start of the play and how tense it is by the end. Add examples to back up why you think the tension changes.Add quotes to back up why you think the tension changes.Task 2: Give students the quote: “Birling: Yes, but you've got to remember, my boy, that clothes mean something quite different to a woman” and Eric’s response. Look at this quote from the first Act very carefully.Why does Eric not tell Arthur what he was talking about? What do you think Eric was about to say? Why did he stop himself? What is Eric’s relationship like with his father at the start of the play? Refer to quotes from this example to back up your ideas.Task 3: Birling: You must give me a list of those accounts.Look at this quote from the final Act very carefully.What is their relationship like now?Why isn’t Eric keeping secrets now? How has he changed?What language techniques in this extract show Eric has changed? Refer to specific quotes in your answer.Main task: Give students a Venn diagram including all the main characters (see PP)Do you think this diagram is right? Why? Why not?Why do you think Gerald is in the middle? Refer to specific examples.Why did JB Priestley (the writer) want to show this clear ‘divide’ between characters by the end of the play? Why does he want to show young people differently to older people? Think about 1946 and the end of the War.Plenary: Give me fiveAsk the person nearest to you to list five things they have learnt from today’s lesson.Be prepared to share your ideas.RelationshipsTensionConnotationsLanguage techniquesAll resources, PP and further student and teacher notes available here: lesson focuses on AO1 and AO2.17Language techniquesLearning outcomes:To describe the meanings of key language techniques and explain their effects on the audience.To analyse an extract from An Inspector Calls for language techniques and explain their effects on the audience.To evaluate the effectiveness of our PETAZL answers based on success criteria.Starter: Put a list of language techniques on the board.For as many as these as possible, write down what they are.Provide your own examples for each technique.For as many as these as possible, explain what effect they might have on the reader.Task 2: Around the room are explanations about language techniquesProvide students with posters of a number of language techniques, their meanings, examples relevant to AIC and explanations on the effects of each technique (see PP).Students to complete a table about these techniques (see PP).Task 3: Students to analyse the Inspector’s final speech in the play.This is the final speech the Inspector gives before leaving the stage. We never see him again.Challenge: Annotate (label) these in the extract we have just read.Extra Challenge: Choose three of the techniques you have labelled and explain why the writer included them. What effects do they have on the audience? The use of ____________ makes the audience feel ___________ because…Mega Challenge: Which of these techniques has the most impact on the audience? Why is this such a powerful final speech from the Inspector? Refer to specific techniques. Main task:Exam-style question: How does Priestley present the Inspector in ‘An Inspector Calls’?Students to write an analytical paragraph in response to this question. Provide students with a modelled example and a writing frame or sentence starters (see PP).Peer assessment opportunity: WWW / EBI / NowPlenary: Exit TicketOn your piece of paper, write down:How you felt about language techniques before the lesson.How this has changed since the start of the lesson.One thing you’d like more help with next lesson.Language techniquesAnalysisEvaluationAudienceEffectAffectAll resources, PP and further notes can be found here: lesson focuses on AO218An Inspector Calls ResearchYou are a detective inspector and you have been asked to produce a report on the play ‘An Inspector Calls’ by J B Priestley. In order to write your report you’re going to need to find out some very important information about the play, its characters, its setting, and its writer.Challenge:What year was the play written?What year was the play set?What is the name of the time era the play is set in? (E.g. Victorian, medieval, etc)Sum up in a couple of sentences when the NHS was founded and what it is.What rights did women have in this time period? How were they different to men?Who were the Suffragettes?Extra Challenge: How many British people died in WWI and WWII? How do you think this had an impact on British society?How did women’s roles change in British society during the two World Wars?How did women’s rights change after World War II?Who was Clement Attlee? What changes did his government bring in to Britain in 1945?What are the fundamental differences between capitalism and socialism? What are the pros and cons on each?What major event took place in 1912 that shook the world?Mega Challenge:Research the year 1912 and evaluate why you think Priestley chose to set his play in this particularly year. The play is set in the fictional town of ‘Brumley’. Find out why Priestley chose this name and location.How did class divides start change from 1912 to 1945? How was the structure of society beginning to alter and why?Research all the major characters in ‘An Inspector Calls’. What different aspects of society in 1912 might they represent and why?What are the key elements of detective fiction? Which of these elements can be found in An Inspector Calls?ResearchSetWrittenContextSuffragettesBritish societyPost-WarWorld WarsSocialismCapitalismDetective fictionResource can be found here: lesson focuses on AO3.19An Inspector Calls ContextTo revise the key historical and social issues around An Inspector CallsTo explain how to link context to our ideasTo evaluate the reasons JB Priestley wrote his playStarter:Quick quiz! Write your answers in your bookQ1) What happened in the year 1912?Q2) When was the play first performed?Q3) What political viewpoint did the writer JB Priestley have?Q4) Who were the Suffragettes?Q5) Why were the years 1914-1918 and 1939-1945 so important?Q6) What happened in politics in 1946 that was so important?Q7) Why did Priestley write his play?Bonus Question:What does each character in the play represent? E.g. Sheila represents gender issues. Main task: Provide students with analytical paragraphs and sections on context that need to be matched up. (See PP).Bonus Challenges:Why should you not just put a big context paragraph at the end of your essay?Write out a point that answers one of the assessment questions and add in a section on historical context that backs up what you say.Task 3: We’ll watch a quick clip about Priestley (see PP). As we’re watching, think about and make notes on:What kind of a man JB Priestley wasWhat kind of a writer JB Priestley wasWhat he has to say about society and the war. Main task: Now we’re going to watch a documentary about Priestley (see PP). As we watch:Think about what you learn about the worlds of 1912 and 1946.Think about what you learn about life for both working class and upper class people. Think about what you learn about JB Priestley’s reasons for writing his play. Plenary: Understanding ScaleOn a scale of 1-10, how confident do you now feel about our learning outcomes now. Move your post-it.What have you learnt this lesson?ContextSuffragettesPost-WarSocialismCapitalismEdwardianConnections/linksAll resources, PP and further notes can be found here:Revision materials for teachers, parents and students:Revision key quotes lesson: breakfast session: and themes revision lesson: organiser for student revision: practice question pack with ANSWERS: room revision lesson: quiz: product, or any part of it, is not to be distributed, or resold under any circumstances, including through any websites, groups or organisations, without written permission from the author. Group and whole school licenses are available at the publisher’s request.Thanks for choosing Lead_Practitioner?Lead Practitioner English 2019 ................
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