Lesson 14 of 23
Duration:
Two 50-minute class periods

Analysing Gerald’s Character

From the Unit:

Essential Questions

What can J. B. Priestley’s An Inspector Calls teach us about the impact of our individual and collective decisions and actions on others?

Guiding Questions

  • How do the societal expectations for men and women differ in Edwardian England and modern society? What are the consequences of these differences?
  • How does Priestey present Gerald in An Inspector Calls?

Learning Objectives

  • Students will explore the character of Gerald, analysing what his behaviour suggests about his moral codes and values.
  • Students will identify and discuss the different societal expectations for men and women in Edwardian England and modern society.

Overview

In the previous lesson, students explored the differences emerging between the characters and their perspectives, considering what prompted these differences and how they were a source of conflict. Such discussions not only fostered students’ understanding of the characters, they also helped them to think about how and why people possess different perspectives, and what this can mean for society. 

In this lesson, students will continue to develop their understanding of character, focusing on the character of Gerald, whilst exploring the differences between how men and women were expected to behave in Edwardian England. They will begin to explore the range and complexity of human behaviour by assessing Gerald’s treatment of both Eva Smith and Sheila: in some ways, Gerald’s treatment of the women in the play is reprehensible, but in other ways, he has behaved considerately, particularly when one considers the gender dynamics of Edwardian society. Discussing this conflict, whilst thinking about the gender dynamics of the period, gives students the opportunity to reflect on modern society: the ways in which gender expectations have changed and the ways in which they have not. 

The activities in this lesson refer to pages 33–40 of the Heinemann edition of An Inspector Calls.

Alignment with the GCSE Specification

  • Analysis (Lit-AO2, Lang-AO2)
  • Clear and Coherent Writing (Lit-AO4, Lang-AO5/AO6)
  • Critical Reading (Lit-AO1/AO3, Lang-AO1/AO4)
  • Evidence-Based Reasoning (Lit-AO1–3/Lang-AO1–4)
  • Reading Comprehension (Lit-AO1, Lang-AO1)
  • Spoken Language Skills (Lang-AO8, Lang-AO9)

Students use evidence-based reasoning to make predictions about what will occur in the scene using the words provided in a word scramble. On reading the play, students employ their critical reading and comprehension skills to discuss and assess Gerald’s behaviour, applying their knowledge of the sociohistorical context of Edwardian England and the expectations for different genders. Students then evaluate Gerald’s behaviour, critically engaging with the text by discussing and debating what his choices tell us about his character. This gives students an opportunity to share their views publicly and to listen to the views of others, thus strengthening their spoken language skills. Students then engage with the text on an analytical level: they use quotations from the play to create a stick figure, symbolic representation of Gerald; they rearrange and dissect an analytical paragraph; and they make claims concerning Priestley’s presentation of Gerald, selecting evidence to support their claims. The use of discussion and writing throughout gives students the opportunity to verbalise their thoughts and practise turning them into coherent sentences, which will help them across their English GCSEs.

Learn more about this unit’s Alignment with GCSE Specification.

Context

In Edwardian England, the expectations for both genders differed greatly. Whilst women of a certain class were expected to be chaste before marriage and to not engage in any sexual relationships out of wedlock, this was not the case for men. It was accepted that men might take mistresses or have many relationships with women before marriage, but if women engaged in such behaviour they would have become social outcasts. 

This freedom to be sexually active meant that many men sought out prostitutes. Whilst it would not have been appropriate to discuss this behaviour openly, it was a known and accepted truth, which explains why the Palace Variety Theatre, ‘a favourite haunt of women of the town’ (p. 34), was a place visited by the men of Brumley.

Notes to Teacher

  1. Setting up for 'Four Corners'

    This lesson uses the Four Corners teaching strategy to help students discuss social inequality. Before class begins, familiarise yourself with the strategy and set up the room in advance. To prepare your classroom space, create four signs that read ‘Strongly Agree’, ‘Agree’, ‘Disagree’, and ‘Strongly Disagree’, and hang them in different corners of the room. Consider printing the signs on coloured paper or card and, if your school has a machine, laminating them so you can reuse them for Four Corners and Barometer discussions this year.

  2. Rearrange and Dissect an Analytical Paragraph

    In extension of this lesson, students rearrange and dissect an analytical paragraph. The arranging process can help them with their analytical writing skills as it gets them thinking about how to organise ideas and what sorts of linking words they can use to join sentences and ideas together. The dissecting process is a powerful way of helping students understand the different components of a strong analytical paragraph.

  3. Classroom-ready PowerPoint Slides

    Each lesson in this unit includes a PowerPoint of student-facing slides. The PowerPoints are intended to be used alongside, and not instead of, the lesson plans because the latter include important rationales and context that teachers should familiarise themselves with before teaching the lesson. The PowerPoints include basic content and student-facing prompts from the lesson plans but are minimally designed because we expect teachers to adapt them to fit the needs of their students and class.

Analysing Gerald’s Character

PowerPoint
Analysing Gerald’s Character

This PowerPoint for Lesson 14 of the Teaching Inspector Calls unit comes complete with student-facing slides and teaching notes, and is ready to use in the classroom.

Materials

Activities

Part I

  1. Use Key Vocabulary to Make Predictions
    • To assist students with the vocabulary they will encounter in the next section of the play, introduce potentially unfamiliar words to them in a word scramble and prediction exercise. 
    • Project or write the following words on the board and ask students to write or discuss with a partner a prediction for what might happen in the next section of the play based on these words:
      • Induce (v.) – to persuade someone to do something
      • Haunt (n.) – meeting place/territory
      • Carcass (n.) – a person’s or animal’s body (living or dead)
      • Notorious (adj.) – famous/well known (often for a bad reason)
      • Womaniser (n.) – a man who has short sexual relationships with lots of women
      • Inevitable (adj.) – certain to happen/unavoidable
      • Gallant (adj.) – brave
    • Give students five minutes to write or talk before giving a few students the opportunity to share their predictions with the class. The class can then vote on whose prediction they think might be the closest.
  2. Read the Next Section of the Play
    • Assign or have five volunteers take the relevant props from the prop box and assemble at the start of the class to perform the next section of the play. You will need students for the following roles: Mrs Birling, Inspector, Gerald, Sheila, and Mr Birling.
    • Read the section from Mrs Birling: ‘Over-excited. And she refuses to go’ (mid p. 33) to ‘We hear the front door slam’ (end of p. 40). You may wish to arrange the classroom so that you have a mock stage at the front, so students can perform the scene to the class. 
    • After having read this section of the play, project the following questions one at a time onto the board and facilitate a short class discussion:
      • What does it suggest about the society of the time that ‘respectable’ men and important social figures visit the Palace Variety Theatre, ‘a favourite haunt of women of the town’ (p. 34)?
      • What are the similarities and differences between how Gerald treats Sheila and how he treats Daisy? Why do you think these differences exist? 
      • Draw a quick universe of obligation diagram in your books with four concentric circles and write Gerald’s name in the centre circle. Where do you think Daisy falls in Gerald’s universe of obligation? Where do you think Sheila falls? What makes you say that?
      • On page 38, Sheila states that she respects Gerald more once he has been honest. Why do you think this is the case? What can Sheila’s statement teach us about the act of taking responsibility?
  3. Discuss Gerald's Behavior
    • Explain to students that they will now be engaging in a Four Corners debate about Gerald. Remind your students of the class contract before you begin, and reiterate the importance of respecting the opinions and voices of others. You might also address ways for students to disagree constructively with each other, encouraging them to speak using ‘I’ language rather than the more accusatory ‘you’. 
    • Next, project the following statements one at a time and give students five minutes to consider what their position for each statement will be and why, noting down their ideas in their journals. This reflection time can help students gather their thoughts and encourages the quieter students to speak up because they can read from their notes. 
      • Gerald was a positive presence in Daisy Renton/Eva Smith’s life. 
      • Gerald has little to be ashamed of. 
      • Gerald’s treatment of Sheila is worse than his treatment of Eva Smith/Daisy Renton.
      • Gerald is a respectable man.
    • After students have considered their personal response to the statements, start the Four Corners activity. Read one of the statements aloud and ask students to move to the corner of the room that best represents their opinion. Once students are in their places, give them one minute to talk with others in their corner, explaining why they chose this response. Then, ask for volunteers to justify their position. When doing so, they should refer to evidence from the play. Encourage students to switch corners if someone presents an idea that causes a change of mind. After a representative from each corner has defended his or her position, you can allow students to question each other’s evidence and ideas. Before beginning the discussion, remind students about norms for having a respectful, open discussion of ideas. 
    • Ask students to return to their seats and give them a couple of minutes to independently respond to the statement Gerald behaved considerately using ideas from the debate and the play.
  4. Reflect on Gender Expectations
    • Explain to students that they will now consider the different social expectations of men and women, in both the Edwardian era and present day, and the impact that such expectations have on people’s behaviour. 
    • Project the following prompts and ask students to discuss them in pairs using the Think, Pair, Share strategy:
      • How do the treatment of and expectations for men and women in the play differ? 
      • What are the differences between how Sheila and Eva are treated? What factors might account for these differences?
      • Given what you know about Edwardian society, why is Sheila’s behaviour towards her parents and Gerald surprising in this scene? In what ways is Sheila’s character changing and what might be causing such change?
      • Are there double standards in society today in how men and women are expected to behave? Explain your answer. 
      • If there is time, invite some students to share their ideas with the class.

Part II

  1. Categorise Gerald's Behavior
    • Explain to students that they will be thinking about what Gerald’s behaviour suggests about his character with the intention of writing an analytical paragraph that responds to the following question: How does Priestley present Gerald in An Inspector Calls
    • First, project the following statement and questions on the board, and ask students to respond in their journals

      When the Inspector asks Gerald if Daisy Renton became his mistress, Gerald replies, ‘I suppose it was inevitable’ (p. 37).

      • ‘Inevitable’ means ‘unavoidable’ or ‘inescapable’. What does Gerald’s use of this adjective suggest about how he views his role in the relationship with Daisy?
      • How might his response reflect the context of the time? 
      • Do you think the affair was ‘inevitable’? What makes you say that?
  2. Next, divide students into pairs or small groups and pass out the handout Gerald's Character Quotations. Ask them to cut up the quotations, identify when in the play they were said, and then categorise them under headings of their choice. 
  3. If you need to give students the headings or get them started by modelling with one heading, you might consider some of the following options, though only do so if absolutely necessary as students should have the challenge of coming up with the categories themselves to capture the range and complexity of Gerald’s behaviour:
    • Kind
    • Powerful
    • Naive 
    • Selfish
    • Normal
    • Considerate 
    • Irresponsible
  4. After students have finished grouping their quotations, invite them to share their headings with the class, collecting them on the board. 
  5. Finally, lead a brief class discussion using the following questions: 
    • Gerald could be described as both considerate and inconsiderate. Why is this the case? 
    • What kind of power does Gerald have over Eva Smith? Is this similar to or different from the power he has over Sheila Birling?
  6. Create a Stick Figure
    • Guide students through the steps of the Stick Figure Quotes teaching strategy to help them deepen their understanding of Gerald’s character. You may wish to model some ideas on the board with a ‘think aloud’ that incorporates the following examples: 
      • Coming out of Gerald’s head would be a halo made from Sheila’s statement, ‘You were the wonderful Fairy Prince’ to highlight the fact that Gerald enjoyed being Eva Smith/Daisy Renton’s saviour.
      • Gerald’s feet would be very large to highlight his power over Eva/Daisy, and would contain the quotations: ‘Daisy knew it was coming to an end’/‘I broke it off indefinitely before I went.’
    • Give students an opportunity to share their work and to see the work of others in a Gallery Walk where students leave their books open on their table and then circulate around the room. Then, lead a class discussion on the following questions:
      • What have you learnt from creating a stick figure for Gerald? 
      • How does your stick figure help you understand Gerald’s moral compass?

Extensions

Rearrange and Dissect an Analytical Paragraph

  • Explain to students that they will be rearranging the sentences of an analytical paragraph that makes a claim about Gerald’s behaviour. The sentences have been cut into strips and mixed up, so students need to consider how the writer might be developing their argument and using transitional words and phrases to highlight the connection between the claims, evidence, and analysis. 
  • Give students the Gerald Model Paragraph Sentence Sort handout to complete in small groups, which is a cut-up version of the following analytical paragraph about Gerald:

    In An Inspector Calls, Priestley presents Gerald as naive and immature. When Sheila asks him about his relationship with Daisy Renton/Eva Smith, Gerald responds by saying, ‘for God’s sake – don’t say anything to the Inspector’. This quotation suggests that Gerald is naive because he does not realise, unlike Sheila, that the Inspector already knows, and that he gave himself away when the Inspector announced Eva went by another name. It also suggests he is immature because he is not willing to take responsibility for his actions; instead, he wants to keep his relationship a secret. This is reinforced by the use of the phrase ‘for God’s sake’, which is an exclamation that people often make when they are annoyed, as it shows that he is lashing out at Sheila rather than taking responsibility for his actions. Priestley’s presentation of Gerald like this links to the context of the time because it is clear that Gerald was not expecting to ever have to be honest about his affair with Daisy – whilst affairs were not approved by society, it was accepted that men had them, which is why Gerald never felt the need to tell Sheila why he never went near her ‘last spring and summer’.

  • After they have completed this task, ask them to identify the different elements that combine to make the analytical paragraph:
    • Claim
    • Placement of evidence in the context of the play
    • Evidence 
    • Analysis
    • Zoom
    • Link to context
  • After students have attempted the task, project the PowerPoint slide of the paragraph with its identified parts on the board and lead a discussion to clear up any confusion and give students the chance to share their thoughts or any queries they might have.

Homework Suggestion

Developing Analysis Grid

For homework, ask students to complete the Developing Analysis Grid handout for Gerald, making one claim about Priestley’s presentation of Gerald and selecting one piece of evidence to support this claim.

Unit

Introduction
Democracy & Civic Engagement

Get Prepared to Teach this Scheme of Work in Your Classroom

Prepare yourself to teach this unit by reading about our pedagogy, teaching strategies, and the unit's content.

Lesson 1 of 23
Democracy & Civic Engagement

Building a Classroom Community

Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.

Lesson 2 of 23
Democracy & Civic Engagement

Exploring Where I'm From

Students prepare for reading the play by considering the relationship between the individual and society, and by reflecting on identity. After discussing a poem about identity, they write their own.

Lesson 3 of 23
Democracy & Civic Engagement

Exploring Social Inequality

Students explore social inequality in the UK, discussing how an individual’s background can impact their opportunities before examining graphs that display social inequality and employment trends.

Lesson 4 of 23
Democracy & Civic Engagement

Priestley's World and the World of the Play

Students learn about important events that occurred during Priestley’s lifetime, completing a human timeline to understand their chronology, and are introduced to the concepts of socialism and capitalism.

Lesson 5 of 23
Democracy & Civic Engagement

The Treatment of Edwardian Women

Students examine various resources, including excerpts from Emmeline Pankhurt’s ‘Freedom or Death’ speech, to gain an understanding of how women were treated and expected to behave in Edwardian society.

Lesson 6 of 23
Democracy & Civic Engagement

Entering the World of the Play

Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.

Lesson 7 of 23
Democracy & Civic Engagement

Understanding Class

Students explore class, status, etiquette and hierarchy to deepen their knowledge of the social expectations and values which guide the world in which the characters live.

Lesson 8 of 23
Democracy & Civic Engagement

Developing Character Inferences

Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.

Lesson 9 of 23
Democracy & Civic Engagement

Understanding Mr Birling

Students study the character of Mr Birling, critically assessing Priestley’s presentation of him, before using the character to reflect on how identity can influence people's views and behaviour.

Lesson 10 of 23
Democracy & Civic Engagement

The Cost of Labour

Students explore the moral codes of the world of the play, before being introduced to the concept of a universe of obligation and participating in a debate on workers’ rights.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Letter to Parliament

Students write a persuasive letter to Parliament concerning the gig economy, having reviewed persuasive devices, generated claims and content, and read a model letter.

Lesson 11 of 23
Democracy & Civic Engagement

Understanding Sheila

Students use the character of Sheila to further understand the interplay between identity and choices, before going on to analyse Priestley’s presentation of Sheila in Act One.

Lesson 12 of 23
Democracy & Civic Engagement

Act One Review

Students consider the lessons we can learn from Act One of the play, before adopting the perspectives of characters in both drama tasks and written tasks.

Lesson 13 of 23
Democracy & Civic Engagement

Differing Perspectives and Conflict

Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.

Lesson 14 of 23
Democracy & Civic Engagement

Analysing Gerald’s Character

Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.

Lesson 15 of 23
Democracy & Civic Engagement

Understanding Mrs Birling

Students consider what factors impacted Mrs Birling’s treatment of Eva Smith, and create a universe of obligation graphic representation for her character.

GCSE Supplement
Democracy & Civic Engagement

Analytical Writing: A Character Paragraph

Students write an analytical paragraph on character having generated claims, selected evidence and read a model paragraph.

Lesson 16 of 23
Democracy & Civic Engagement

Eric's Decisions and Consent

Students consider the role power plays in the interactions between characters, focusing on the relationship between Eric and Eva, before discussing consent.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Speech about Consent

Students write a persuasive speech for sixth-form students on the importance of consent, having reviewed persuasive devices, generated claims and content, and read a model paragraph.

Lesson 17 of 23
Democracy & Civic Engagement

Inspecting Inspector Goole

Students create an identity chart for Inspector Goole, analyse his parting words, and look for clues to uncover who or what Inspector Goole is.

Lesson 18 of 23
Democracy & Civic Engagement

Social Systems and Individual Agency

Students identify the parts, people, and interactions of various social systems, thinking about what bearing they have on character choices and behaviour, before considering responses to injustice.

Lesson 19 of 23
Democracy & Civic Engagement

Putting the Characters on Trial

Students finish reading the play and participate in a court trial to decide which character is the most responsible for the death of Eva Smith.

Lesson 20 of 23
Democracy & Civic Engagement

Bearing Witness to Eva Smith

Students reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.

GCSE Supplement
Democracy & Civic Engagement

Analytical Writing: The GCSE Character Essay

Students write an essay on character having generated claims, selected and annotated evidence, and read a model essay.

Lesson 21 of 23
Democracy & Civic Engagement

What Lessons Can We Learn?

Students address the essential question of the unit in a people's assembly, reflecting on the lessons that we can learn from An Inspector Calls.

GCSE Supplement
Democracy & Civic Engagement

Persuasive Writing: A Letter to a Newspaper for a Caring Community

Students write a persuasive letter to a local newspaper, which outlines the importance of considering the needs of others and suggests ways to create a more caring community.

Lesson 22 of 23
Democracy & Civic Engagement

Recurring Themes in the Play

Students prepare to write an essay on theme by identifying and analysing the themes explored in the play.

Lesson 23 of 23
Democracy & Civic Engagement

Theatre as a Call to Action

Students consider theatre as a call to action, discussing its power and limitations to spark real social change, before plotting their own play inspired by An Inspector Calls.

Requirements
Democracy & Civic Engagement

Alignment with Ofsted Requirements

Read about how this unit assists teachers and schools in fulfilling a range of statutory and non-statutory requirements as outlined in the 2019 Ofsted inspection handbook.

Requirements
Democracy & Civic Engagement

Alignment with the GCSE Specification

Read about how this unit is aligned with Ofqual’s subject aims and learning outcomes for both the English Literature and English Language GCSEs.

Search Our Global Collection

Everything you need to get started teaching your students about racism, antisemitism and prejudice.