Lesson Plan pro forma

Class: 9AS (ii)

Set ability (around level 5/6 in the old NC levels)

indicate levels of attainment

Date: 4/3/2016

Time: 08:40 – 09:45

No. of pupils: 23

Unit /SoW: An Inspector Calls – Context on Social and Historical events

Key Learning Goals:

ref. to exam board criteria/NC as appropriate

… in pupil-friendly format:

LO: To understand the social and historical context of the play

Expected Learning Outcomes:

all pupils? some pupils? a few pupils?

All pupils will be able to understand the main events that surrounded Priestley’s point of view, and why he decided to write the play. Students will do this by assessing their prior knowledge about power and politics.

Opportunities for Assessment:

Formative & summative

APK – using their knowledge about power, the different types of power that can be demonstrated and the idea of capitalism and socialism

Teacher questioning – teacher will question Ss throughout the lesson, asking them to think independently about cognitively challenging questions

Matching activity – students will have to match their information with other students. This demonstrates teamwork, as well as students working together to deduce the meaning.

Prediction – getting students to think about what they can deduce from the title of the book, as well as the visual image. This will allow them to think about the book beforehand

Class discussion – collaborative ideas when speaking about historical events Paragraph – why did Priestley write An Inspector Calls in 1945, and set it in 1912? Plenary – what do you think was the most important historical event that affected

Priestley?

Cognitive challenges:

Desirable difficulties for all abilities; how will students progress?

Why did Priestley set An Inspector Calls in 1912, and write it in 1945? – Students will write a paragraph discussing why these dates are extremely important, and have a discussion before they answer the question. We will look at the ideas of power and politics during that time, and the politics that are seen in the play.

EBT strategies:

e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers, similarities and differences, goals, repetition and practice, meta-cognition, feedback, cognitive challenge, subject knowledge, summaries and note-taking

Collaborative learning – students will work together to match the event/year/description of the historical events

APK – students will be constantly using their previous knowledge about power and politics, and think about how it links with historical context

Visual organiser – Students will use visual organisers for their prediction task

Key Terminology:

An Inspector Calls Socialism Capitalism Historical context J.B. Priestley

Resources:

Information sheets (x21)

Homework and practice:

N/A

Lesson Content and Timing:

Stages & Timing

Learning goals, activities & teaching points Learning outcomes and AfL

08:50

10’

Silent Reading

Starter - APK

09:00

10’

Students copy down title and date, and underline with a ruler.

APK – What is your prediction of the book cover? Questions posed:

1. What is he/she thinking? How does he/she feel?

2. Is he/she holding anything in his/her hands? If yes, what is it? Why is he/she holding it? If no, why are her hands in a position like that?

3. How old is he/she? What does he/she do for a living?

4. What might have just happened to him/her and what will happen to him/her afterwards?

Class feedback. Hereafter, students will make a prediction of what the play might be about by using a visual organiser.

Prediction of the book cover in a paragraph.

Visual organiser - prediction of the play itself

Recap

09:05

5’

Recap – When was the play written?

Think about why this might be – what are the Ss initial ideas? Power/Politics

What happened in between 1912 and 1945?

Discussion of the play and timing of it

Match up activity

09:20

Match up activity – Every student will get a piece of paper and they will have to match it with the correct year/description/event. Once they have matched them up, T will stick them up on the board.

Copy down information

15’ Ss copy down the information.

Challenge – Ss can write down information that they know in an extra column

Discussion of events

09:25

5’

Class discussion about each event – Go through each event and discuss in further detail. Give an opportunity for Ss to show off what they know.

Discussion on historical events

Paragraph

09:35

10’

Paragraph – Students will answer the question ‘Using what you know, why do you think that Priestley was compelled to write An Inspector Calls, and set it in 1912?’ Discussions will take place before students work on their paragraphs

Paragraph

Plenary

10

09:45

Plenary – What event do you think impacted Priestley the most?

Stick on board; brief discussion with class.

Post-it notes – with answers