Lesson plan

1. Lesson Plan pro forma
Class: 9AS (ii)
Set ability (around level 5/6
in the old NC levels)
indicate levels of attainment
Date:
6.5.2016
Time: 08:40 –
09:45
No. of pupils:
23
Unit /SoW: An Inspector Calls – Act Two
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
20th
century text for GCSE English Literature
… in pupil-friendly format:
LO: To understand Mrs. Birling’s
character and her stylistic features
To write an empathetic diary response
as Mrs. Birling
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will write an empathetic response
as if they were Mrs. Birling.Using pages 29
– 30, the students will analyse Mrs. Birling’s
stylistic features and be able to gather a
perspective as to what her lexical choices
and utterances used are.
Opportunities for Assessment:
Formative & summative
 Teacher questioning – teacher will ask students questions to check for understanding on
terminology and the features of Mrs. Birling
 Peer assessment – this will occur twice in the lesson – when checking the terminology
homework and assessing their independentwriting.This will check whether they have
completed the homework,and check for understanding.The homework is the basis of
this lesson
 Annotating the extract in groups – using the terminology table,students have to annotate
the extract in groups.This assesses their ability to apply the terms learnt to Mrs. Birling’s
speech
 Mindmap – students will mindmap their own ideas after analysing Mrs Birling’s speech.
This will be the bank ofwords/utterances that the studentcan use in their writing
 Independentwriting task – students will have time to write independently.This will be a
diary entry as if they were Mrs. Birling.This will show off the vocabulary and utterances
used.
 Plenary – post-it note with original words or utterances that the students have used.This
will show whether they have understood her stylistic features
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
Independent writing task – students will be expected to write their own
diary entry as if they were Mrs. Birling. The students will analyse Mrs.
Birling’s stylistic features, and jot down a few of their own ideas. This will
be the basis for their writing task, but there will be scaffolding in the form
of sentence starters and vocabulary help at the back of the room.
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

2.  Collaborative learning – sharing their ideas when identifying and
analysing the extract
 Feedback – students will be given ample feedback in which they
have to decide for themselves what they should write down for their
specific words and utterances
Key Terminology:
 An Inspector Calls
 Capitalism
 J.B. Priestley
 Mrs Birling
Resources:
 AIC Extract (pg. 29 – 30) x6
 Post-it notes
 AIC books
Homework and practice:
 Finish your diary entry
 Due Friday 13th
May 2016

3. Lesson Content and Timing:
Stages &
Timing
Learning goals, activities & teaching points Learning outcomes
and AfL
08:45
5’
Silent Reading – S’s filter in and get out their reading book. Homework put out in front of
them.
Reading
08:50
5’
Peer marking – Terminology homework.
 Students will swap their terminology homework sheets with the partner next to them
 T leads, asking students for answers. Clarifies meaning if needed
Marking of terminology
homework – checking
understanding.
Peer assessment
08:58
8’
Reading of An Inspector Calls
 Pick characters to read the extract from pages 29 – 30
 Ask students to think about how Mrs. Birling must be feeling
Reading AIC pg. 29 – 30
Thinking about Mrs.
Birling’s feelings/tone
09:10
12’
Group task
 Using the terminology table, students must identify and annotate the extract – what
does it show about Mrs. Birling’s character
 Groups of 4
 Carousel – 2 minutes to annotate as many stylistic features of Mrs. Birling’s speech
Carousel extract task
Annotated extract copies
09:18
8’
Feedback from group task
 One person from each group gives a quick summary of what they found from Mrs.
Birling’s speech
 Students write down utterances and words that they think is important to show Mrs.
Birling’s character via a mindmap. They will also be encouraged to write down any
other words that can be used to describe her in this extract.
Feedback
Summary of stylistic
features in Mrs. Birling’s
speech

4. 09:28
10’
Independent writing task
 Students will individually write a diary entry focusing on her first interaction with the
Inspector.
 Use utterances and words that you think Mrs. Birling would use
Differentiation
 Sheets at the back of the room with vocabulary and utterances
 Starter sentences will be put up after 1 minute
 Challenge – students will be asked to try to include information from the previous act
Diary entry of Mrs.
Birling
Differentiation – sheets
at the back of the room
with vocabulary. Starter
sentences will also be
provided
Challenge – students will
be encouraged to write
about previous events in
Act One
09:35
7’
Peer assessment
1. Have they established an appropriate tone for Mrs. Birling?
2. Have they used appropriate words as if they were Mrs. Birling?
3. Have they used appropriate utterances as if they were Mrs. Birling?
4. SPaG errors
 Students will have to see whether they have answered these questions and write a
WWW and EBI
WWW & EBIof partner’s
work
09:45
5’
Plenary
 On a post-it note, write down ONE original word, phrase or utterance that you think
Mrs. Birling would use in her speech or written work
Post-it note stuck onto
sugar paper. Checks
whether learning
objective has been hit