Objectives

• Analyse how Priestley uses Birling's speeches in Act One to create dramatic irony and critique capitalist complacency.
• Explain how Priestley structures the interrogation sequence across Acts One and Two to expose each character's moral responsibility for Eva Smith's death.
• Analyse how Priestley presents the generational divide between the older and younger Birlings in Act Three to argue for social change.
• Write an evidenced analytical paragraph that embeds and interprets quotations from the play to support a sustained argument.
• Evaluate how Priestley uses Inspector Goole as a dramatic and ideological device, considering his ambiguous identity and his final speech.

The sequence

1. Lesson 1: Dramatic Irony and the Comfortable World of Act One

   55 min · ch. 1

   Do now

   Read the stage directions that open Act One: 'The dining room… of a fairly large suburban house… The general effect is substantial and heavily comfortable but not cosy and homelike.' Write two observations about what Priestley wants the audience to sense about the Birling household even before any character speaks. You have four minutes — no discussion yet.

   Teacher input

   Model a close reading of Birling's speech that begins with "The Germans don't want war" and his assertion that "the Titanic — she sails next week — forty-six thousand eight hundred tons — New York in five days — and every luxury — and unsinkable, absolutely unsinkable" (Act One). Guide students in exploring how Priestley creates dramatic irony by having Birling say things that a 1946 audience knows to be disastrously incorrect. Highlight the confident syntax in "absolutely unsinkable," the specific tonnage that reflects Birling's trust in industry, and how his unwavering belief in the Titanic serves to undermine his credibility on every moral argument he presents throughout the play.

   Independent task

   Students receive the excerpt from Act One where Birling makes his speech about 'a man has to mind his own business and look after himself and his own,' right before Inspector Goole arrives. They are tasked with writing a complete analytical paragraph (at least 120 words) that argues how Priestley’s use of Birling's language serves to position the audience against him. The paragraph should include at least two quotations, analyze word choices, and conclude with a sentence linking Birling's philosophy to the 1945 context in which Priestley wrote.

   Exit ticket

   In one sentence, explain what dramatic irony is and name one moment from Act One where Priestley uses it to make the audience distrust Birling before the Inspector has asked a single question.

2. Lesson 2: A Chain of Responsibility: Eva Smith and the Interrogation Structure

   55 min · ch. 1, 2

   Do now

   Without opening the play, jot down the names of all the characters you can recall who played a role in Eva Smith's death. Next to each name, write a single word that describes their actions towards her. You have four minutes for this task. Save your list — you'll need it later in the lesson.

   Teacher input

   Model a structural analysis of the interrogation sequence by examining the moment in Act One when Birling admits he fired Eva Smith for "asking for a raise" and the moment in Act Two when Sheila confesses to having Eva dismissed from Milwards "out of spite" after seeing her hold a dress up in front of herself. Place both confessions side by side on the board and demonstrate how Priestley employs the same structural pattern each time — the character denies, the Inspector presents evidence, and the character breaks down — but heightens the moral stakes with each instance: Birling's motive is profit, Sheila's is vanity. Priestley uses this progression to implicate an entire class rather than just one individual.

   Independent task

   Using the chain-of-responsibility list from the do-now, students will write a structured comparison (at least 150 words) of Birling's dismissal of Eva in Act One and Sheila's dismissal of Eva in Act Two. They should argue which dismissal Priestley portrays as more morally culpable and explain their reasoning, including at least one quotation from each act. Students will submit their written comparison at the end of the lesson.

   Exit ticket

   Write one sentence explaining why Priestley repeats the structural pattern of denial, evidence and confession across the interrogation scenes, and what effect this repetition has on an audience watching the play.

3. Lesson 3: Gerald, Mrs Birling and the Limits of Remorse in Act Two

   55 min · ch. 2

   Do now

   Read Mrs. Birling's line from Act Two: 'I did my duty.' Write a two-sentence response: what does Mrs. Birling mean by 'duty,' and why might Priestley have chosen this specific word for her character? You have four minutes and cannot discuss with anyone else.

   Teacher input

   Model an analysis of Gerald's account of his relationship with Eva/Daisy Renton in Act Two, focusing on the moment when he describes finding her at the Palace Bar and mentions that she was "very pretty — soft brown hair and big dark eyes." Show students how Priestley uses Gerald's language to express his attitude: the detailed description of Eva's appearance, the paternalistic verb "rescued," and the way Gerald presents the affair as an act of generosity rather than exploitation. Annotate how Priestley places Gerald between the older Birlings (who show no real remorse) and the younger ones (who undergo genuine transformation), portraying him as the most morally ambiguous character in the play.

   Independent task

   Students are required to write two analytical paragraphs (with a combined minimum of 200 words) that compare how Priestley portrays Mrs. Birling's reaction to the Inspector's questioning in Act Two with Gerald's response during the same act. They should argue which character receives a more critical portrayal from Priestley, incorporating at least two embedded quotations from Act Two and referencing Priestley's socialist context at least once. The completed paragraphs are to be submitted for marking.

   Exit ticket

   In two sentences, explain why Gerald Croft is harder for an audience to judge than Mrs Birling, using one specific detail from Act Two to support your answer.

4. Lesson 4: Eric, Sheila and the Generational Divide in Act Three

   55 min · ch. 3

   Do now

   Sheila accuses her parents of slipping back into their old habits of denial and insincerity. Priestley likely wants the audience to feel a sense of disappointment and concern as they witness this moment of regression in the family dynamic.

   Teacher input

   Model a close reading of the Inspector's final speech in Act Three — "We don't live alone. We are members of one body. We are responsible for each other." — paying attention to the tricolon structure, the transition from first-person plural to second-person address ("And I tell you…"), and the escalating list of "fire and blood and anguish" that concludes the speech. Help students understand how Priestley uses the Inspector to convey his socialist message, and how the speech's rhythmic, almost sermon-like quality lends it a moral authority that none of the Birlings can replicate. Relate the speech's warning to the 1945 audience, who had just experienced the very "fire and blood" that Priestley foresaw.

   Independent task

   Students are tasked with writing two analytical paragraphs (at least 200 words in total) that examine how Priestley contrasts the reactions of Eric and Sheila with those of Arthur and Sybil Birling in Act Three. This contrast is used to argue that social change must originate from the younger generation. Students should incorporate at least two quotations from Act Three, analyze the language of at least one quotation at the word level, and include a sentence discussing how Priestley's context in 1945 influences this generational divide. The paragraphs are to be submitted for marking.

   Exit ticket

   Write one full sentence explaining what Priestley's Inspector means by 'fire and blood and anguish' in his final speech, and why those three words would have had a specific resonance for a 1945 or 1946 audience.

5. Lesson 5: Who Is Inspector Goole? Writing a Full Analytical Response

   60 min · ch. 1, 2, 3

   Do now

   Read the stage direction describing the Inspector's first entrance in Act One: 'The Inspector need not be a big man but he creates at once an impression of massiveness, solidity and purposefulness.' Write two sentences: what does Priestley want the audience to feel about the Inspector from this moment, and how does the word 'purposefulness' differ from the words 'massiveness' and 'solidity' in what it tells us about him? You have five minutes.

   ---

   Priestley wants the audience to view the Inspector as a commanding presence who carries a significant weight in the narrative. While 'massiveness' and 'solidity' suggest a physical presence, 'purposefulness' indicates a deeper, more intentional drive behind his actions.

   Teacher input

   Humanized Version:

   Model the opening of a full essay response to the question, "How does Priestley use Inspector Goole to convey his message about collective responsibility?" by demonstrating a strong introduction and first body paragraph live on the board. Start with the stage direction for the Inspector’s entrance in Act One and finish with his final speech in Act Three. Guide students on transitioning from a quote that describes the Inspector's physical presence—his “massiveness” and “solidity”—to a quote that highlights his moral argument: “We are responsible for each other.” Frame both quotations within a thesis that clearly states Priestley’s intention and the context of the play. Annotate the model for clarity of thesis, embedded quotations, language analysis, and connections to the context.

   Changes made:

   • Replaced "by writing and annotating" with "by demonstrating" for a more conversational tone.
   • Simplified the phrasing of quotations for better flow.
   • Adjusted some word choices to enhance readability while maintaining the original meaning.
   • Ensured clarity and human touch without altering any specific content or structure.

   Independent task

   Write a complete analytical essay of around 450–600 words addressing the question: 'How does Priestley use Inspector Goole to convey his message about collective responsibility in An Inspector Calls?' Your essay should feature an introduction that presents a clear argument regarding Priestley's purpose. Include at least three body paragraphs, each focusing on a different moment in the play — you must reference at least one moment from Act One (the Inspector's entrance or his questioning of Birling about Eva's dismissal), one from Act Two (the Inspector's approach to Mrs Birling regarding her refusal of charity), and one from Act Three (the Inspector's final speech starting with 'We don't live alone'); ensure that every body paragraph contains embedded quotations with word-level analysis; and conclude with an evaluation of how effectively Priestley uses the Inspector's ambiguous identity — suggesting that he may not actually be a real police inspector — to reinforce his socialist message. You may incorporate quotations from your revision sheet. Write in continuous prose.

   Exit ticket

   Re-read the final line of the play — the stage direction that describes the phone ringing to announce that a real inspector is on the way. Write two full sentences explaining what effect this ending has on the audience and why Priestley chose to end the play with a repetition rather than a resolution.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can define dramatic irony and locate a specific instance in Act One, distinguishing between what Birling believes and what the audience knows.
• Lesson 2 exit ticket: checks whether students understand Priestley's use of structural repetition in the interrogation sequence and can articulate its cumulative effect on the audience.
• Lesson 3 exit ticket: checks whether students can hold two characters (Gerald and Mrs Birling) in comparison and identify the specific textual detail that makes Gerald morally ambiguous rather than simply culpable.
• Lesson 4 exit ticket: checks whether students can connect the Inspector's phrase 'fire and blood and anguish' to the specific historical moment of 1945, demonstrating contextual understanding rather than generic comment.
• Lesson 5 exit ticket: checks whether students can interpret Priestley's structural choice to end with a repeated phone call — a non-resolution — and articulate its effect on the audience's sense of moral accountability.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of a character, including how a character's choices, actions and speech contribute to the meaning of the work as a whole.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotative meanings and the effect of diction on tone and argument.
• Structure (STR-1) — Explain how the sequence and pacing of a dramatic text contribute to its overall meaning and effect.
• Context (CON-1) — Explain how the historical, social and cultural context of a literary work is relevant to its interpretation.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation.

Edexcel

• AO1 — Read, understand and respond to texts; write a personal and critical response using references and quotations to support interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Show understanding of the relationship between texts and the contexts in which they were written, performed and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the literary work, including character, structure and authorial choices.
• Criterion B — Analyse the effects of literary features and techniques, including diction, structure and dramatic form, on meaning.
• Criterion C — Develop a focused and well-organised literary argument supported by relevant and specific textual evidence.