Pupils will perform and analyze Act Three of An Inspector Calls. They will write an 8 sentence summary of the act and discuss which character is most to blame for the tragedy. Formative assessment includes teacher questioning, a student recap of the play, and a classroom performance. Students will also write a summary, choose quotations, and debate which character holds most responsibility for the events. Collaborative discussion is encouraged to evaluate differing perspectives on blame.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Lesson Plan pro forma
Class: 9AS (ii)
Set ability (around level 5/6
in the old NC levels)
indicate levels of attainment
Date:
23/5/2016
Time: 11:15 –
12:20
No. of pupils:
23
Unit /SoW: An Inspector Calls – Act Three
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
20th
century text for GCSE English Literature
… in pupil-friendly format:
LO: To think deeper about who is to
blame for the tragedy
To understand what happens in Act
Three
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
Pupils will perform the play ‘An Inspector
Calls’, and think abouthow each character
is presented. Thereafter, they have to write
a summary ofthe act in 8 sentences, and
think aboutwho is to blame for the tragedy.
Opportunities for Assessment:
Formative & summative
Teacher questioning – teacher will ask students questions to check for understanding on
terminology and the features of Mrs. Birling
Recap of the play – students will recap the play to the rest of the class, so that the class
knowwhat is going on
Forum Theatre – students will perform the play to the rest of the class, whilst the
audience are engaging with the words and thinking aboutthe two questions posed.
Summary ofAct Three – students will write a 8 sentence summary ofthe play, which gets
them to think aboutthe key events, as well as choosing some key quotations thatthey
could talk in depth about
Who is to blame for the tragedy? This question will be posed to students, and they will
have to stand next to a sign for each character. They will discuss it in their group and give
3 reasons why they are to be blamed for the tragedy.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Who is to blame for the tragedy? – students will have to decide who they
think is to blame for the tragedy. This may be hard but it will force them
into a decision and use evidence to back up their decision.
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 – sharing their ideas when having to decide
who was to blame for the tragedy
2. Key Terminology:
An Inspector Calls
Capitalism
J.B. Priestley
Mrs Birling
Resources:
AIC book
Homework and practice:
N/A
