The KING’S Medium Term Plan – ENGLISH Y8 LC5 Programme

Module An Inspector Calls

This module will focus on preparing students for the AQA English Literature Paper 2 exam. Students will study one of the

set texts, An Inspector Calls, in preparation for section A of the exam which focuses on modern prose and drama. Students

will study the context of the play before delving in to an in depth analysis of characters, themes, staging and the author’s

craft. Students will work towards answering essay questions on character and theme.

Building on

Prior Learning

Students will continue to develop their analytical skills by analysing extracts from the play in detail; paying particular

attention to language features and their effects. This will be the first play students have studied in year 8 so it will also be

used as a way of refreshing students’ knowledge of dramatic techniques and the staging of a play.

Future

Learning

As this is one of the AQA set texts and students will be working on genuine past questions, students will make good

progress towards preparing for the English Literature examination. In year 9 students will return to studying drama in the

form of Shakespeare and modern drama will be revisited in year 10.

Overarching

Subject

Challenge

Question

Who is responsible for the death of Eva Smith?

Exam Board

Links:

AQA English Literature Paper 2: Modern Texts and Poetry (Section A)

Lines of

Enquiry

Week 1: How accurate is it to describe An Inspector Calls as a morality play? Week 2: How far can the central characters be considered to be representative of real people? Week 3: How and why does Sheila change in An Inspector Calls? Week 4: What was Priestley’s main aim when writing An Inspector Calls? Week 5: How does Priestley explore responsibility in An Inspector Calls?

Week 6: How does Priestley use the form of a detective play in An Inspector Calls? Is he successful? Week 7: Revision week

Week 1

4 1hr lessons

(including up to

one hour of

REACH1 and a

literacy

workshop2)

plus 1 hour of

homework

Line of Enquiry: How accurate is it to describe An Inspector Calls as a morality play?

Overview:

This week students will be introduced to the context surrounding J.B. Priestley and the context surrounding An Inspector

Calls. After considering these contextual factors, students will read the entire play over the course of the week (with the

aim of reading one act per lesson) in order to obtain a clear understanding of the main events in the play.

Lesson Hypotheses: Hypothesis 1: “we’re respectable citizens and not criminals.” Hypothesis 2: “we have to share something. If there’s nothing else, we’ll have to share our guilt.” Hypothesis 3: “there are millions and millions and millions of Eva Smiths” Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria: Begin to develop an understanding of the context surrounding An Inspector Calls. Read the play in its entirety. Produce summaries of each act for reference.

1 Review and Evaluate Attainment then Challenge and Hone: students are given feedback on an extended piece of writing from their teacher. Students then redraft their

work based on the targets they have been given. 2 Each week students will spend part of a lesson working on a particular literacy focus to help develop their basic skills.

Learning Outcomes: GP2: Supported response to task and text. Comments on references (AO1); identification of writers’ methods with some references to subject terminology (AO2) and some awareness of implicit ideas/ contextual factors (AO3). GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6 (REACH): Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) Homework: Create a revision sheet summarising the context of the play. Include: J.B. Priestley’s life, works and views; key events in 1945 (when the play was first performed) and key events in 1912 (when the play is set). Marking: Act summary gap fill exercises to be peer assessed.

Week 2

4 1hr lessons

(including up to

Line of enquiry: How far can the central characters be considered to be representative of real people?

Overview:

one hour of

REACH and a

literacy

workshop) plus

1hr homework

This week students will begin to study some of the central characters in more detail. The key question asks students to

consider whether or not these characters could be representative of real people. This line of enquiry will guide students

to think about the choices Priestley has made and the idea of characters as symbols.

Lesson Hypotheses:

Hypothesis 1: Inspector Goole is a ghost. Hypothesis 2: Arthur Birling is a cold-hearted business man. Hypothesis 3: Gerald is the least sympathetic character in An Inspector Calls. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria:

Complete a study of the character of Inspector Goole – is there evidence to support the idea that he is a ghost? Is there

evidence that he is or isn’t a real inspector?

Complete a study of Arthur Birling, looking in particular at the language he uses and his reaction to the events surrounding

his family.

Complete a study of Gerald, considering why he might be considered the least sympathetic. Students will be able to argue

for whichever characters they feel are the most sympathetic during this lesson, providing reasons with evidence from the

text to support.

Learning Outcomes: GP2: Supported response to task and text. Comments on references (AO1); identification of writers’ methods with some references to subject terminology (AO2) and some awareness of implicit ideas/ contextual factors (AO3).

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6 (REACH): Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) Homework: Extract question A: Look closely at how Inspector Goole speaks and behaves here. What does it reveal about his character? (3 PEE paragraphs) Marking:

Week 1 homework to be peer assessed against criteria.

Ask students to select the character study they are the most proud of and an area of uncertainty in what they have completed this week (indicate with comment/ stickers) – teacher to sticker mark those areas in books.

Week 3

4 1hr lessons

(including up to

Line of enquiry: How and why does Sheila change in An Inspector Calls?

Overview:

This week will look at developing students’ ability to analyse characters, building on the work from week 2. Students will

work on writing a response to the question ‘How and why does Sheila change in An Inspector Calls?’ Students will work on

one hour of

REACH and a

literacy

workshop) plus

1hr homework

this question gradually over the course of the week in order to build up an essay response which will make up part of the

mid-term assessment.

Lesson Hypotheses: Hypothesis 1: Sheila is the most vocal member of the Birling family. Hypothesis 2: The contrast between Sybil and Sheila Birling is used to highlight the generation gap. Hypothesis 3: [mid-term assessment] Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria:

Identify parts of the text which reveal information about Sheila’s character (looking in particular at her behaviour at the

very beginning and the end of the play to show contrast).

Compare Sheila’s character to other members of the family – in particular, the similarity between her and Eric and the

generation gap which is evident between her and her mother.

Write an essay response to the question ‘How and why does Sheila change in An Inspector Calls?’

Mid-term Assessment:

1. Essay response to the question: ‘How and why does Sheila change in An Inspector Calls?’

2. Multiple Choice: knowledge check

Learning Outcomes: GP2: Supported response to task and text. Comments on references (AO1); identification of writers’ methods with some references to subject terminology (AO2) and some awareness of implicit ideas/ contextual factors (AO3).

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6 (REACH): Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) Homework: Write advice to the person playing Arthur Birling in an upcoming production of An Inspector Calls. How should he talk and move? Should he change at various points in the play? Pick out at least three key moments in the play and give the actor advice on how to act at those moments. Marking:

Homework 2 to be peer assessed against criteria.

Teacher to mark essay response which has been completed over the course of the week (use GCSE criteria to indicate progress).

Week 4

4 1hr lessons

(including up to

Line of enquiry: What was Priestley’s main aim when writing An Inspector Calls?

Overview:

one hour of

REACH and a

literacy

workshop) plus

1hr homework

This week students will identify the central themes in An Inspector Calls. They will develop their understanding of these

themes by identifying key evidence, making links to context and looking at any connections to the character studies which

were completed during weeks 2 and 3. Students will consider how An Inspector Calls might be considered a manifestation

of Priestley’s socialist views and whether or not the play has a moral message.

Lesson Hypotheses: Hypothesis 1: Priestley used An Inspector Calls as a platform to share his socialist views. Hypothesis 2: It was necessary for the character of Eva Smith to be a young, working class woman. Hypothesis 3: You can’t teach an old dog new tricks. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria:

Return to the context surrounding Priestley and research his ‘socialist views.’

Consider how these views apply to the play making links to class.

Analyse links to gender throughout the play, with reference to the character studies from weeks 2 and 3, in order to

respond to hypothesis 2.

Compare the ways in which the men and women act and the ways in which they are treated.

Identify links to the theme of age throughout the play – what is the generation gap and what might have been Priestley’s

message?

Learning Outcomes:

GP2: Supported response to task and text. Comments on references (AO1); identification of writers’ methods with some references to subject terminology (AO2) and some awareness of implicit ideas/ contextual factors (AO3). GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6 (REACH): Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) Homework: You are staging a new production of An Inspector Calls and have decided to include a number of flashbacks. Write a short script for a flashback containing Eva Smith and one other character. Marking:

Homework 3 to be peer assessed against criteria

Ask students to select the theme analysis they are the most proud of and an area of uncertainty in what they have completed this week (indicate with comment/ stickers) – teacher to sticker mark those areas in books.

Week 5

4 1hr lessons

(including up to

Line of enquiry: How does Priestley explore responsibility in An Inspector Calls?

Overview:

one hour of

REACH and a

literacy

workshop) plus

1hr homework

This week students will focus on one of the key themes in the play: responsibility. Over the course of the week they will

work towards writing an essay in response to the question ‘How does Priestley explore responsibility in An Inspector Calls?’

Students will build on the skills they developed in week 4, analysing the text and making links across the play.

Lesson Hypotheses:

Hypothesis 1: Accepting responsibility for personal mistakes is not common practice in the Birling household. Hypothesis 2: The real investigation is of the audience’s conscience. Hypothesis 3: Priestley was chiefly concerned with the events of WW2 when writing about responsibility. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria:

Consider what is meant by the term ‘responsibility’ and what it means to each of the central characters – do any of them

accept responsibility for their actions?

Analyse the effects of the play on the audience and consider the moral message concerning responsibility.

Make links to WW2 and the context surrounding the play.

Use all of this information to write an essay response to the question ‘How does Priestley explore responsibility in An

Inspector Calls?’

Learning Outcomes: GP2: Supported response to task and text. Comments on references (AO1); identification of writers’ methods with some references to subject terminology (AO2) and some awareness of implicit ideas/ contextual factors (AO3).

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6 (REACH): Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) Homework: Extract question B: How does Priestley create mood and atmosphere in this extract? (3 PEE paragraphs) Marking:

Homework 4 to be peer assessed against criteria

Teacher to mark essay which has been completed over the course of the week (sticker marking).

Week 6

Assessment

preparation/

revision:

End of Learning Cycle Assessment Exam Paper: AQA English Literature Paper Two: Modern Texts and Poetry (Section A) Task: How does Priestley show that tension is at the heart of the Birling family?

4 1hr lessons

(including up to

one hour of

REACH and a

literacy

workshop) plus

1 hour

homework

OR Priestley criticises the selfishness of people like the Birlings. What methods does he use to present this selfishness? 30 marks + 4 marks for A04 See separate mark scheme for complete grade point 1-8/9 descriptors.

Homework: Mini essay response -Which character do you think is most to blame for the death of Eva Smith? Give reasons for your answer. (1-2 sides of A4). Marking:

Homework 5 to be peer assessed against criteria.

Assessment to be marked by teacher against GCSE criteria (GP given).

Week 7

Final

assessment

preparation

(reading and

writing)

4 1hr lessons

plus at least 1

hour of

revision.

Assessment TBC Marking:

Homework 6 to be marked by teacher (sticker marking).