Medium Term Planning

Year 10 Autumn 1
Unit title and brief synopsis National Curriculum Strand (if Assessment opportunities
not referenced elsewhere)

An Inspector Calls Fortnightly MCQ

GCSE Literature - A01, A02, A03,
Quotation tests
A04
This unit is designed to prepare students for Literature Paper
2, Section A- Modern Texts. The text that students’ study in 10 Drama
will be the one that they prepare for the exam at the end of Mid-unit - at least one paragraph
year 11. As it is a closed book exam, it is crucial that students
know their texts very well. Our aim is to finish the whole play Golden Marking Moment
within the 7 weeks. The unit is designed to allow us to develop
and build upon key reading skills such as inference, analysis of
language, exploring setting, plot and characterisation as well
as structure, evaluation and learning quotations. By the end of End of Unit - full essay
this unit, students will sit an unseen, unprepared exam
question on the text to allow them to experience what the Students will be told 6 possible themes/characters and sit 50 minute
exam is like. essay without a copy of AIC

Skills and Knowledge Literacy focus – Opportunities for Opportunities for Opportunities for
knowledge retrieval/ links Oracy Cultural Capital
● Vocabulary development (Key terminology
to prior learning (may be mapped
● Range of reading for year)

GCSE essay skills will be
revised and developed
Knowledge includes but is
not limited to:
-Plot of AIC
-Characters
Students should be building vocabulary to describe key Fortnightly MCQ Students can take Political
themes and characters. parts and read aloud awareness
Link to prior essay skills -
Minimum students should know is: topic sentences, Students can discuss Canonical
quotations, terminology, portrayal of playwright
Socialism, Capitalism, social responsibility,
analysing theme/character and
debate Priestley’s
intentions
Students will also revise and explore dramatic techniques
-Context of Priestley’s including:
beliefs ,1912 and 1945
lighting, dramatic irony,

Week By the end of the week students will know and be able to do

1 Context Lesson

J.B. Priestley’s life and writing, themes etc.

2 Cold Read

Focus indicate basis of discussions, annotations, notes and tasks

Lesson 1 – What do we learn about the Birlings in the opening of the play?

Reading: Page 1-6 (he holds them for a minute before continuing)

Focus: Initial presentation of individual characters by Priestley

Clues given of underlying tensions in the Birling Family.

Vocabulary: tone

Reading: Page 6 (I’m delighted about this engagement) –p10 (we hear the sharp ring of a front door bell)

Focus:

Dramatic device – Use of dramatic irony to influence our perception of Birling. Birling’s first speech is full of inaccuracies. This makes us question the
reliability of his capitalist judgements.

Dramatic device - The doorbell interrupts Birling’s speech on his capitalist ideas that community is ‘nonsense’. The inspector disrupts this.

Lesson 2 – What do we learn about Sheila in Act 1?

Reading: Page 10 (Somebody at the front door)-16 (Sheila has now entered)
 Focus:

First impressions of the Inspector

Interaction between Birling and the Inspector

Theme of social class

Contrast between the reaction of Birling and Eric to the news about Eva Smith

Reading: Page 16 (gaily)-26 (End of Act 1)

Focus: Sheila’s reaction to Eva Smith’s death

Theme of social class

Theme of learning about life

Sheila’s reaction to and understanding of the Inspector

Theme of young and old

Lesson 3 – How does Priestly build the themes of gender and social class?

Reading: Page 27-40 (All right)

Focus:

Theme of gender

Theme of social class

Our impressions of Gerald

MCQ Quiz

3
Lesson 1 Hoe does Priestly build the themes of responsibility and age?

Reading: Page 40-49

Focus: Theme of responsibility

 Theme of judgement

Theme of young and old

Lesson 2 – How does Priestly present the development of the Birling family?

Reading: Page 49-57 (which he hastily swallows)

Focus: Contrast between parent child interactions in this part of the play and the beginning

Theme of family life

Theme of responsibility

Impressions of Gerald

Lesson 3 – What is the significance of the ending of the play?

Reading: Page 57 (angrily to Eric)-72

Focus: Inspector’s speech read in previous lesson

Theme of social responsibility

Who is the Inspector?

Priestley’s mouthpiece?

Ambiguous ending. The final denouement is a shocking surprise to the characters on stage and the audience – a ‘twist in the tale’

Lesson 1 – How does Priestley present Mr Birling?

● Key quotes analysis

● Attitudes
 ● Themes: capitalism

● Lack of social responsibly

● Vocabulary: Arrogant, controlling, avaricious, ignorant, obstinate, static, uncaring, unapproachable, capitalist,

Lesson 2 – How do I answer an exam question?

Analytical paragraphs

● Topic sentences

● Quotations

● Analysis

Complete class model analytical paragraph

Lesson 3 - How does Priestley present the attitudes of Mr Birling?

Analytical Paragraph Diagnostic: How does Priestley present the attitudes of Mr Birling?

MCQ Quiz

5 Theme – Young vs old – focus on old this week

● Young are more impressionable

● They can teach the old how to be more socially responsible, have power to change society

Lesson 1 - How does Priestley present Sheila?

● Key quotes analysis

● Attitudes –
 ● Change in her character

● Vocabulary: Immature, spoilt, envious, petulant, naïve, altruistic, compassionate, penitent, guilty.

Lesson 2 – How does Priestley present Eric?

● Key quotes analysis

● Attitudes

● Vocabulary: Immature, reckless, dishonest, naïve, shy, lacks confidence, culpable, penitent, altruistic, humbled, transformed.

Lesson 3 – How does Priestley present Gerald?

● Key quotes analysis

● Attitudes

● Vocabulary: Charming, compassionate, arrogant, manipulative, ingratiating, static, unchanging, complacent,

6 Lesson 1 – How does Priestley present Mrs Birling?

● Key quotes analysis

● Attitudes

● Themes: age, class and gender

 ● Vocabulary: Snobbish, stubborn, conceited, obstinate, prejudiced, arrogant, cruel, ignorant, oblivious.

Lesson 2 - How does Priestley present Eva?

● Key quotes analysis

● Themes: social class, socialism, social responsibility, gender

● Vocabulary: Vulnerable, poor, determined, hardworking, impoverished, exploited, symbolic, victim

Lesson 3 - How does Priestley present the Inspector?

● Key quotes analysis

● Mouthpiece for Priestley

● Themes: social responsibility, socialism

Vocabulary: Noble, humbled, socialist, authoritarian, omniscient, influential, moral, Priestley’s mouthpiece, Righteous, powerful,
unconventional, imposing, sardonic and mysterious.

7 Lesson 1 – How do I prepare for my exam?

Learning quotations and making revision cards

Lesson 2 -
Unseen essay

Lessson 3 –

Finish revision cards