Outstanding English lesson

1. Class
Before this lesson
During this lesson
After this lesson
Year 9
Morrison
(Mixed
Ability)
Students have recently completed their TMP and are aware of their
targets. They need to expand their analysis, suggesting reader responses
and focus on individual word choices.
Students have taken part in Socratic Dialogue before and have provided
feedback in this way.
They have read An Inspector Calls and have had some discussion regarding
themes.
They have also selected evidence from texts to support ideas and analysis.
Students will work collaboratively to investigate the character of the
Inspector. They will closely analyse quotations, looking at individual word
choices and then evaluate audience responses. Some members of the
class will discuss their ideas using Socratic dialogue and others will provide
feedback based on what they have heard.
Students will write an extended PEE paragraph to consolidate skills.
Students will complete a reading assessment about the
Inspector. They will use quotations and analyse/evaluate
them. (Their notes from today will be collated and shared.)
Learning Objectives
All students will:
Collaborate to investigate and analyse the Inspector and support
their analysis with evidence from the text.
Level 5:
Identify why the Inspector is important
Be able to say something about the evidence they have
Level 6:
Analyse why the Inspector is important
Suggest how the character affects the audience
Closely analyse the evidence that they have
Level 7:
Explore possible audience reactions and writer’s reasons
Closely analyse and evaluate the evidence they have
Comment on the dramatic impact the Inspector has on the other
characters
Key
Words
Collaborate
Analyse
Evaluate
Audience
Writer
Dramatic
AfL
Engagement
Visual – key quotations linked to the
Inspector Auditory - purposeful use of talk in groups
to think and develop understanding
Kinesthetic - students will move to take
part in the Socratic Dialogue, positioning
themselves in the discussion and as
listeners
Success criteria to support self -assessment and track
progress during the lesson – against level criteria.
Students have been carefully grouped by progress and
achievement and to support group/pair work. Students will
receive differentiated tasks based on progress and
attainment.
Pitched questions to unlock learning and promote
metacognition.
Focused and targeted listening and opportunities for peer
feedback.
Learning Episodes
Evaluating the
Importance of the Inspector
Closely analysing individual words
In their evidence
Explaining why the Inspector is important
Identifying why the Inspector is important
Teacher led? Student
led? 10
Teacher led? Student led?
15
Starter: If the
Inspector is not real,
then what is he?
Ideas (and evidence)
on Post-it notes.
Stick these on the
Whiteboard.
Group work
Exploring the quotation
they have been given
about in Inspector. They
should use the questions
on their sheet to explore
their ideas and analyse
what we learn from the
quotation – more
prompts for those who
need them.
Introduce objectives.
Conceptual Progression
Teacher led? Student led? 10
Socratic Dialogue
How does Priestley present the
Inspector and what is his role in the
play?
One person from each group to be
involved in the discussion. Focused
listening tasks for others.
Listeners to make notes on their
listening focus and to rank the strength
of each speaker’s argument/s. Criteria
to be given.
Teacher led? Student led? 15
Independent work:
Begin to write a PEE paragraph
about the Inspector, ensuring
that there is close textual
analysis.
Draw attention to success
criteria.
They should ‘tick’ where they
have met the criteria in their
paragraph.
Teacher led?
Student led? 5
Review
Decision at the
start of the lesson.
Why has Priestley
created doubt
about the
Inspector?