More Challenging Starter Social responsibility Inequality Morals and Ethics Class and Status More Challenging Starter “I must say, we are learning something tonight!” (pg 35) Why does Priestley give Mrs B this line to say? How is it ironic? Can you connect this quotation with 1 of the 8 words around the outside of the slide? Write your ideas on the post-it note. Easy Starter What three adjectives from the table below best describe how Priestley presents Mrs Birling’s character? Explain why. Write your ideas on the post-it note. SELFISH ARROGANT MANIPULATIVE VICTIMISED INSENSITIVE SENSITIVE CUNNING NAÏVE RESPONSIBLE POMPOUS IMPATIENT SUPERIOR POWERFUL DECEPTIVE MYSTERIOUS Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Read about Mrs Birling’s connection with Eva Smith Social responsibility Inequality Morals and Ethics Class and Status Two of the play’s main themes are continued in the section we will read today: there are many more moments where tensions (strained relationships) between family members reveal themselves and between social classes. Today we will: Read about Mrs Birling’s connection with Eva Smith Explore the characterisation and function of Mrs B, Mr B, Sheila, the Inspector and Eva Consider the impact of the scene in relation to drama and theme Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

“We are all responsible for each other” Social responsibility Inequality Morals and Ethics Class and Status Guided Reading pages 40 – 49 Characters needed: Inspector Sheila Mrs Birling Mr Birling “We are all responsible for each other” Whilst you are listening to the reading you have all have responsibility for an important aspect of this scene. Make detailed notes and be ready to share your ideas during and at the end of the reading. Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Character Watch: The Inspector Social responsibility Inequality Morals and Ethics Class and Status Character Watch: The Inspector What are the 3 most interesting or significant lines that the Inspector says during this scene? Why are they so important? What do they reveal about his or other characters? What do these quotations show about Priestley’s concerns? (You might like to try to link them to the key words at the top or bottom of this slide) How do these lines add to the drama of this piece? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Character Watch: Mr Birling Social responsibility Inequality Morals and Ethics Class and Status Character Watch: Mr Birling What are the 3 most interesting or significant lines that Mr Birling says during this scene? Why are they so important? What do they reveal about his or other characters? What do these quotations show about Priestley’s concerns? (You might like to try to link them to the key words at the top or bottom of this slide) How do these lines add to the drama of this piece? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Character Watch: Mrs Birling Social responsibility Inequality Morals and Ethics Class and Status Character Watch: Mrs Birling What are the 3 most interesting or significant lines that Mrs Birling says during this scene? Why are they so important? What do they reveal about his or other characters? What do these quotations show about Priestley’s concerns? (You might like to try to link them to the key words at the top or bottom of this slide) How do these lines add to the drama of this piece? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Character Watch: Sheila Social responsibility Inequality Morals and Ethics Class and Status Character Watch: Sheila What are the 3 most interesting or significant lines that Sheila says during this scene? Why are they so important? What do they reveal about his or other characters? What do these quotations show about Priestley’s concerns? (You might like to try to link them to the key words at the top or bottom of this slide) How do these lines add to the drama of this piece? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

What are thee three most interesting stage directions in this scene? Social responsibility Inequality Morals and Ethics Class and Status Stage Directions What are thee three most interesting stage directions in this scene? What do these stage directions reveal about character and how the character might be changing? How do these stage directions add to the drama of the scene? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Social responsibility Inequality Morals and Ethics Class and Status Eva Smith What are thee three most interesting quotations about Eva Smith in this scene? What do these quotations reveal about attitudes towards social class? What techniques does Priestley use to create sympathy for Eva’s character here? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Time to share our collective responsibility Each group should have: Social responsibility Inequality Morals and Ethics Class and Status Time to share our collective responsibility Each group should have: Inspector Mr Birling Mrs Birling Sheila Eva Stage directions Each person will have 2 minutes to feedback about their focus. Listen carefully and add ideas to your notes pages. Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Who has behaved most poorly towards Eva Smith? Why? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Who has behaved most poorly towards Eva Smith? Why? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Which character is changing the most? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Which character is changing the most? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Which character does the audience have the most sympathy for? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Which character does the audience have the most sympathy for? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Where would you place the characters? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Which character’s attitudes are most close to the attitudes of the Inspector? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Which character is the most aware of social class? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Which character is the most aware of social class? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Which character does Priestley want the audience to condemn? Social responsibility Inequality Morals and Ethics Class and Status On the line Where would you place the characters? Mr Birling Mrs Birling Gerald Sheila Least Most Which character does Priestley want the audience to condemn? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

This is a pivotal moment in the drama – why? Social responsibility Inequality Morals and Ethics Class and Status What line do you imagine that Mrs Birling is saying to the Inspector at this moment? This is a pivotal moment in the drama – why? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Social responsibility Inequality Morals and Ethics Class and Status Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Social responsibility Inequality Morals and Ethics Class and Status In Act Two, Priestley uses the character of Mrs Birling for a number of purposes: To explore the theme of social class To explore the theme of responsibility and how to avoid it! To provide a contrast to Sheila (the younger generation against the older generation) To explore the theme of social duty To create drama and tension What is Mrs Birling’s function (purpose) in Act 2? How does Priestley use her to teach his audience a lesson? Aim to write 200 words. Remember to integrate quotations into your discussion to prove your thoughts. Words to use in your response: AO1 Priestley, function, purpose, theme, social class, prejudice, responsibility, Socialism, strained relationships, audience AO2 Dramatic irony, timing, contrast, entrances, exits, Inspector’s questioning, dialogue, stage directions, dramatic tension, climax, turning point, Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

‘(agitated) I don’t believe it. I won’t believe it’ Social responsibility Inequality Morals and Ethics Class and Status ‘(agitated) I don’t believe it. I won’t believe it’ These are Mrs Birling’s last words in Act Two. Is it possible to feel any sympathy for her at this moment? Why? Why not? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Social responsibility Inequality Morals and Ethics Class and Status Entrances and Exits In order to heighten the suspense, tension and dramatic action, entrances and exits are perfectly timed within the play. This is certainly true in the section (pgs 40 – 49) He (Gerald) goes out. They watch him go in silence. We hear the front door slam. (pg 40) We hear the front door slam again. (pg 42) He (Mr Birling) goes out quickly. (pg 42) Enter Birling, looking rather agitated. (pg 42) We hear the front door. They wait, looking towards the door. Eric enters, looking extremely pale and distressed. He meets their inquiring stares. (pg 49) Using the stage directions about write about 100 words about the significance (importance) of these stage directions. In your answer you should look at: Who, within the play itself, is generally controlling who enters and exits the dining room? What does the entrance or exit tell you about the character? How does the entrance or exit add to the dramatic tension of the scene? Hindsight/Knowledge Time Frames Dramatic devices Dramatic Tension

Assessment Objectives – For Information AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations   AO2 Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings    AO4 Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times