1. BELL TASK: An Inspector Calls
5 minutes
BELL TASK: An Inspector Calls
4 Key Moments
3 Key Themes
2 Context points
1 Key Quotation 1. 2. 3. 4.
Quick summary of key details

2. Construct and evaluate a clear and explained response, linking analysis, inference and context
Identify key ideas, summarise key moments and extract useful evidence from the play
2 minute overview – edit key terms and ‘Dirty 30’ as needed
Narrative
Context
Theme
Inference
Symbol
Decided
Necessary

3. ‘hard headed, practical man of business’
STARTER: An Inspector Calls – Building the Basics
10 mins
Act One
Opening stage direction – overview of characters and setting
Introduction of Gerald and Sheila’s engagement
Cracks regarding Gerald’s parents, Eric and Sheila’s relationship, Gerald’s absence previous summer, Mrs Birling’s views on marriage
Birling’s big speech (Titanic, war etc.) and flawed views on society / class, gender
Inspector arrives – introduction of Eva’s suicide
Interrogation of Birling, including Birling’s sacking of Eva
Continuation of Eva’s story (Millwards)
Interrogation of Sheila, including sacking of Eva from Millwards
Introduction of change to ‘Daisy Renton’, Gerald pleads with Sheila not to give him away to the inspector
Act Two
Mrs Birling attempts to assert herself over the inspector
Revelation of Eric’s drinking problem
Interrogation of Gerald, including relationship
Sheila returns Gerald’s ring, Gerald leaves
Mrs Birling admits to refusing to help Eva Smith due to name
Mrs Birling passes the blame and responsibility to the father of the child
Realisation of Eric’s involvement
Act Three
Eric recounts meeting Eva (strongly implied that he forces himself on her), pregnancy and giving her stolen money.
Eric blames Mrs Birling after discovering her part in the suicide.
Inspector’s summary, climactic speech and departure
Family blame each other
Return of Gerald, realization of falsity of ‘Eva Smith’ story
Elder Birlings and Gerald refuse to change, Sheila and Eric argue with them
Phone-call announcing inspector’s impending arrival regarding suicide
Key Moment
Justification
Quotation
1. Birling’s big speech
Birling shown as flawed character, negative view of middle class / arrogance
‘hard headed, practical man of business’
(Mr. Birling, Act 1) 2. 3. 4. 5.
Students choose their top 5 moments (basic) with justification (higher challenge), and quotation (high challenge)

4. ‘hard headed, practical man of business’
A Christmas Carol Narrative: Building the Basics
15 minutes
Key Moment
Justification
Quotation
Language
Theme
Context
1. Birling’s big speech
Birling shown as flawed character, negative view of middle class / arrogance
‘hard headed, practical man of business’
(Mr. Birling, Act 1)
Adjectives linked to social issues: ‘hard-headed’ (dismisses other views), ‘practical’ (impersonal, materialistic)
Nouns all key problems: ‘man’ (gender), ‘business’ (class exploitation)
Class and exploitation, male / middle-class arrogance and over-confidence, business / money
Society dominated by middle-class men, working class exploited by those with money, egocentric and arrogant over-confidence of middle-class (also responsible for social problems leading to the war) 2. 3. 4. 5.
In groups, students expand from their earlier points to also look at language (basic), theme (higher challenge) and context (highest challenge).

5. Real Exam Time (RET) Task (Recapping)
5 mins
1. How many questions do you choose from… how many do you answer?
4. How long do you spend on this question in the exam… and what’re the timings?
2. What do we KNOW about the phrasing of the question? What’s always the same?
5. What’s the paragraph structure you should be using?
6. What’re the skills the examiner’s looking for you to demonstrate?
…and which are most important?
3. What could the question ask about? What aspects of the text?
Quick recap of question formats and exam processes
Learn this. If not… you’ll ‘be taught it in fire and blood and anguish.’

6. Real Exam Time (RET) Task
10 mins
POINT:
Make a thoughtful point about the extract
EVIDENCE:
Provide good evidence from the extract
EXPLANATION:
Analyse the methods and zoom in on key words.
LINK:
To the main ideas and the rest of the novel. What was Dickens’ intention?
Watch Me Work:
We’re going to jointly model an effective exam-style paragraph based on the work so far…
Teacher models construction of a model paragraph.

7. My Example: Does it fit the PEEL structure?
Does it link narrative, characters, themes, images and text?
Does it fit the Level 3 criteria – clear and explained?
Class evaluation of teacher’s model paragraph (sample hidden in next slide as model)

8. Plenary Traffic Lighting: Skill / Topic RAG Recalling key events
5 minutes
Traffic Lighting:
Just for your own benefit, RAG yourself on the skills and topics we’ve covered this lesson.
Which areas do you feel least confident with?
How could you address these?
Skill / Topic
RAG
Recalling key events
Remembering quotations
Identifying language points
Linking events, evidence, analysis and themes
Understanding the exam question
Constructing analytical paragraphs
Students ‘RAG’ themselves against lesson content – how do they feel?

9. Construct and evaluate a clear and explained response, linking analysis, inference and context
Identify key ideas, summarise key moments and extract useful evidence from the play
2 minute overview – edit key terms and ‘Dirty 30’ as needed
Narrative
Context
Theme
Inference
Symbol
Decided
Necessary