LO: To be able to write an analysis of Victorian/Edwardian social conventions

Gerald and Daisy Renton LO: To be able to write an analysis of Victorian/Edwardian social conventions

Re-cap on Sheila Birling: Whole Class Feedback • TASK: Write a list of adjectives to describe Sheila by the end of Act One TARGET GRADE A*-A: 15 adjectives TARGET GRADE B-C: 10 adjectives • Share one adjective with the rest of the class • Add any new words to your list

Gerald Croft (pgs 25-26) • Person A – How do the stage directions reveal Gerald’s sense of guilt? • Person B – coach person A “(Startled). What?” “(Pulling himself together).” “He does not reply but looks at her.”

Sheila Birling (pg. 26) • Person A – coach person B • Person B – How has Sheila changed since the beginning of Act One? Why has Priestley decided to show that Sheila is pleased with the revelations made by the inspector? “Of course he knows. And I hate to think how much he knows that we don’t know yet. You’ll see. You’ll see. She looks at him almost in triumph.”

Group Task • After reading page 38 • Individually: • TASK: Answer your given question using a quotation and analysis • Person A – Question 1 • Person B - Question 2 • Person C - Question 3 • Person D - Question 4 In groups of 4: Now share your answers in your groups… starting with person D!

In Your Analysis… • In pairs: • Rally ideas: From memory, list 4 things you must include in an exam answer in your own words • Start with person B! Criteria: 1. 2. 3. 4. Writer’s intentions – List 2 interpretations you should give of the character/event

Practice Questions Grade A*/A: How does Priestley use Mrs Birling to condemn the Victorian/Edward ideals of respectability? (Refer to your hand outs!) OR Grade B/C: How did Gerald feel towards Daisy/Eva? Look on pages 36-38 for evidence EXTENSION: Sheila sides with the inspector even more readily on these pages. What point is Priestley making about the younger generation and their attitude towards politics and society?

Peer-assessment Task: Swap books and read through each others’ answers Write a WWW statement for your answer. Which of the 4 exam criteria did they meet? Write an EBI statement. Which of the 4 criteria do they need to try to meet next time? Criteria: 1. 2. 3. 4. Writer’s intentions – List 2 interpretations you should give of the character/event

An Inspector Calls – Act Two LO: To be able to analyse the character development that has occurred since Act One

An Inspector Calls (p. 40) Individually: Summarise in your own words: How does the relationship between Gerald and Eva/Daisy end? • Person A – Which character speaks this line? What is the significance of this? • Person B – coach person A “You and I aren’t the same people who sat down to dinner here.”

An Inspector Calls (p. 40) • Person A – coach person B • Person B – Which character speaks this line? What is the significance of this? “Now Sheila, I’m not defending him. But you must understand that a lot of young men –”

An Inspector Calls (p. 40) • Person A – coach person B • Person B – Which character speaks this line? What is the social message behind this? “Public men, Mr Birling, have responsibilities as well as privileges.”

An Inspector Calls (p. 40) • Person A – Which character speaks this line? What is the moral message behind this? • Person B – coach person A “ … but I know jolly well you did in fact recognise her, from the way you looked. And if you’re not telling the truth, why should the Inspector apologise? And can’t you see, both of you, you’re making it worse?”

Mrs Birling LO: To be able to write an analysis of Mrs Birling

Charity Work • OXFAM "Give Poverty The Push" - YouTube • Watch the clip and make notes of the following: • The types of language being used in the clip • The impact of the images • A/A* Challenge: What emotional responses are the audience meant to experience from watching this type of film clip?

Charity Work In groups of four: List the personality traits that a charity worker should demonstrate… starting with person B! EXTENSION: Number your top three personality traits. Give a reason for the trait you have placed as most important

Mrs Birling In pairs: Rally ideas: List the hostile comments made by Mrs Birling to the Inspector and Sheila. What do you think they reveal about her character? • EXTENSION: Why is Mrs Birling’s character unsuitable for the role of leading member of a charity organisation?

The Prejudice of Mrs Birling Both – Copy table PersonA – explain Mrs Birling’s reaction PersonB – coach person A Then… swap!

In Your Analysis… Whole class: From memory… what must you include in an exam answer? Criteria: 1. Clear and relevant point 2. Evidence 3. Analysis – key words/techniques and Priestley’s intentions (political/social message)

Practice Questions Grade A*/A: What political and social views are represented by Mrs Birling? OR Grade B/C: What is your impression of Mrs Birling from this extract? EXTENSION: How are Sheila and Mrs Birling contrasted? What effect is Priestley trying to achieve?

Peer-assessment Task: Swap books and read through each others’ answers Write a WWW statement for your answer. Which of the 4 exam criteria did they meet? Write an EBI statement. Which of the 4 criteria do they need to try to meet next time? Criteria: 1. Clear and relevant point 2. Evidence 3. Analysis – key words/techniques and Priestley’s intentions (political/social message)

Tension in Act Two LO: To be able to explain how Priestley builds tension in Act Two

‘Who is to blame then?’ • Read pages 47 – 49 Individually Write your answer to this question: Who does Mrs Birling hold responsible for Eva Smith’s ‘horrible end’? EXTENSION: How is dramatic irony used in this section of the text? What effect is created?

Sample Question How does Priestley make this a dramatic and important moment in the play? • Pages 48-49 • Read the extract carefully Consider… • How is tensionbetween characters shown? • Refer to dialogue and stage directions (how have the actors been instructed to perform?) • The clash of political views (socialism vs capitalism) • The older generation’s prejudice vs the open-minded attitudes of Sheila/Eric

Selecting Your Evidence In groups of four • Each choose one quote from the extract that reveals tension or drama • Pick out the key word/phrase • Explain how Priestley’s use of language builds tension • How are opposing political/social views revealed?

Introduction TASK: Write an introduction, using the following outline: • Open with a quote! • Explain how this quote shows tension/drama • Now outline your argument: “Priestley uses the play to air his political views…” • What other characters/events are you analysing? Remember this is a play – so refer to the audience, not the reader!

Exam Practice TASK: Choose 3 quotations and write a PEA paragraph on each Tips: • Stay focused on the extract • Make links to the rest of the play • Analyse language (dialogue and stage directions) • Focus on how drama and tension are created • Discuss the play as a performance seen by the audience • and… political/social message! • This prepares the audience for … • This suggests … about the character of … • Tension/conflict is created/established as …

Conclusion • Always refer back to the question – what have you learnt about Priestley’s political message? • Link back to your introduction; proving you have done what you said you were going to do • Finish with your own opinion BUT avoid using “I” e.g. “It can be said that…” “Arguably…” Remember this is a play – so refer to the audience, not the reader!

Peer-assessment Task: Swap books and read through each others’ answers Write a WWW statement for your answer. Which of the 4 exam criteria did they meet? Write an EBI statement. Which of the 4 criteria do they need to try to meet next time? Criteria: 1. Point (Clear response) 2. Evidence (Appropriate quote) 3. Pick out key word/phrase or dramatic technique 4. Priestley’s intentions

In Summary Individually In 2-3 sentences: Which character do you think is most responsible for the demise of Eva Smith, from your reading of the play so far? • Class vote

LO: To be able to write an analysis of Victorian/Edwardian social conventions