Introducing An Inspector Calls

Overview

This 45-minute lesson introduces Year 10 students to An Inspector Calls by J.B. Priestley, with a focus on engaging pupils with SEN (e.g. ADHD) in a Pupil Referral Unit. The lesson combines short, active tasks and group work aligned with the National Curriculum for England (English Literature - KS4), designed to build comprehension, analytical thinking, and speaking skills.

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National Curriculum Links

English Programme of Study: Key Stage 4 (Years 10-11)

• Reading - Literature:
  • Read and understand a range of challenging texts, exploring themes, characterisation, and context.
  • Develop critical skills by analysing how writers use language, structure, and form to create meanings and effects.
  • Make critical comparisons across longer texts.
• Speaking and Listening:
  • Listen and respond appropriately to others, asking relevant questions.
  • Participate in discussions and presentations, adapting talk to audience and purpose.

Applicable NC objectives:

• Develop understanding of literary texts through discussion and active engagement.
• Use evidence from the text to support interpretations.

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Learning Objectives

By the end of the lesson, pupils will:

1. Recall key background information about An Inspector Calls and its author.
2. Identify and explain the social context and central themes briefly.
3. Demonstrate understanding through group discussion and creative task.
4. Practise active listening and turn-taking during group work.

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Resources Needed

• Simplified extract or short summary of An Inspector Calls (prepared in advance)
• Whiteboard and markers
• Large paper/posters and coloured markers
• Name badges (Inspector, Birling, Eva Smith, etc.) for role-play
• Timer or stopwatch
• Pre-prepared question cards

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Lesson Structure

1. Welcome & Warm-up (5 minutes)

• Brief chat circle: Pupils say one word they associate with ‘mystery’ or ‘investigation’ (option for verbal or written)
• Teacher writes responses visibly to set tone and focus

Rationale: Activates prior knowledge and readiness to engage, supporting pupils with variable attention spans.

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2. Brief Context Introduction (7 minutes)

• Teacher presents:
  • Author J.B. Priestley – quick bio (2 minutes)
  • Setting/time: 1912 England, pre-WWI society (3 minutes)
  • Social hierarchy and industrial relations overview (2 minutes) using simple, clear language and images

Engagement: Use images/photos to support explanation (e.g., Edwardian dress, factories). Pupils asked to guess what challenges people faced then.

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3. Interactive Reading & Role Assignment (8 minutes)

• Distribute a short, simplified extract from Act 1 (focus on the arrival of the Inspector)
• Each pupil takes on one character role (Inspector, Mr Birling, Sheila, Eva Smith).
• Quick briefing on character traits (1 minute each character)
• Pupils read aloud in their roles with expressive emphasis (teacher models tone).

ACCOMMODATION:

• Chunk text into manageable sections for ADHD learners
• Movement break: pupils stand to read or act out parts

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4. Group Discussion Activity: Exploring Themes (10 minutes)

• On large paper, pupils list possible themes from the extract (guided by teacher questions):
  • Responsibility
  • Class divisions
  • Truth and justice
• Teacher uses question cards to prompt discussion (e.g., “What do you think the Inspector wants from the family?”)
• Pupils physically move to place their name badge/poster near the theme they feel strongest about, then share their reasons.

Rationale: Combines physical activity with cognitive engagement to support SEN needs and create ownership of learning.

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5. Creative Response: ‘Inspector’s Badge’ (10 minutes)

• Pupils design and decorate a badge for the Inspector, illustrating what they think the Inspector represents (e.g. justice, truth, authority)
• During creation, each pupil explains to the group why they chose certain symbols or colours (small, supported presentation)

Purpose:

• Encourages creativity and consolidates understanding of character and theme
• Provides speaking and listening practice in a low-pressure setting

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6. Review & Reflection (5 minutes)

• Quick ‘exit ticket’: each pupil says one new thing they have learned about An Inspector Calls
• Teacher writes reflections on board
• Set simple whole-class target for the next lesson (e.g. “Next time we will learn about the importance of social responsibility in the play.”)

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Assessment & Differentiation

• Formative Assessment:
  • Observation during reading and group tasks to assess comprehension and participation
  • Quality and relevance of contributions during discussion
• Differentiation:
  • Text chunking and role allocation to suit attention spans and confidence
  • Visual aids for context
  • Creative task allows expression beyond writing
  • Use of name badges and physical movement to support engagement for ADHD pupils

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Additional Notes for Teachers

• Keep instructions clear and concise; repeat if necessary.
• Use timer to maintain pace and provide predictability, which supports SEN learners.
• Encourage positive reinforcement, praise participation to build confidence.
• For pupils who struggle vocally, allow non-verbal contributions (e.g., drawings, gestures).
• Consider pairing stronger readers with those who may need support during reading aloud.

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This plan ensures engagement through sensory, verbal, and kinaesthetic learning modes and supports the development of critical English skills at KS4, fully aligned with the National Curriculum for England.