This lesson plan is for a Year 9 class studying An Inspector Calls. The key learning goals are to think about life from Eva and Gerald's perspective and to prepare for an assessment question on Sheila and Gerald's relationship. All students will analyze quotes showing Gerald and Sheila's relationship and consider whether they will stay together after the events of the play. Formative assessment includes teacher questioning, relating relationships to the modern day, and a role-play activity where students take on the roles of Inspector Goole, Gerald, and Sheila. The role-play aims to develop students' understanding of each character's perspective through meta-cognition.

1. Lesson Plan pro forma
Class: 9AS (ii)
Set ability (around level 5/6
in the old NC levels)
indicate levels of attainment
Date:
26.4.2016
Time: 12:20 –
13:25
No. of pupils:
23
Unit /SoW: An Inspector Calls – Act Two
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
Extract question following the new GCSE Eduqas
Spec.
… in pupil-friendly format:
LO: To be able to think about life in the
perspective of Eva and Gerald
LO: To prepare for an assessment
question on Sheila and Gerald’s
relationship
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will think in depth about the
extract where Gerald and Sheila are
speaking aboutDaisy Renton,where
Gerald has supposedly had an affair. This
will focus on their relationship,and pick out
quotes which show this.
Opportunities for Assessment:
Formative & summative
 Teacher questioning – teacher will ask students questions to check for understanding on
Sheila and Gerald’s relationship
 Relating relationships in the modern day to AIC – students will relate their own perception
of relationships and compare itto Sheila and Gerald’s relationship
 Role-play – students will get into groups of 3, where they have to be either the Inspector,
Gerald and Sheila.Those who have to be Gerald and Sheila will have to come up with
responses.The interviewer will have to note down their responses.
 Feedback ofresponses – teacher will ask for feedback and whatthey said for each
character. This will delve deeper into why they spoke aboutthese responses
 Question & quotes – students will answer the question:will Sheila and Gerald stay
together? Do you think both of them want to? Why/why not? They will use quotes to back
up their answer.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Answering the question about whether Sheila and Gerald will stay together
– this is cognitivelychallenging as students have to draw from their own
knowledge, predicting Sheila and Gerald’s relationship.
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 – use of role-play to think about the
perspectives of each character.

2.  Meta-cognition – to get students to think about why we did the role-
play
Key Terminology:
 An Inspector Calls
 Socialism
 Capitalism
 J.B. Priestley
 Mr Birling
 Mrs Birling
Resources:
 PPT
 Interviewer questions (x8)
Homework and practice:
 Collect homework in – Embedded quotes sheet
 N/A