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
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