1. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension SELFISHARROGANT MANIPULATIV E VICTIMISEDINSENSITIVE SENSITIVECUNNINGNAÏVERESPONSIBLEPOMPOUS IMPATIENTSUPERIORPOWERFULDECEPTIVEMYSTERIOUS Easy Starter 1.What three adjectives from the table below best describe how Priestley presents Mrs Birling’s character? 2.Explain why. Write your on paper. More Challenging Starter “I must say, we are learning something tonight!” (pg 35) 1.Why does Priestley give Mrs B this line to say? 2.How is it ironic? 3.Can you connect this quotation with 1 of the 8 words around the outside of the slide? Write your ideas on paper.

2. Timeline Act Two Timeline

3. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension 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

4. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension 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.

5. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension Character Watch: The Inspector 1.What are the 3 most interesting or significant lines that the Inspector says during this scene? 2.Why are they so important? 3.What do they reveal about his or other characters? 4.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) 5.How do these lines add to the drama of this piece?

6. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension Character Watch: Mr Birling 1.What are the 3 most interesting or significant lines that Mr Birling says during this scene? 2.Why are they so important? 3.What do they reveal about his or other characters? 4.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) 5.How do these lines add to the drama of this piece?

7. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension Character Watch: Mrs Birling 1.What are the 3 most interesting or significant lines that Mrs Birling says during this scene? 2.Why are they so important? 3.What do they reveal about his or other characters? 4.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) 5.How do these lines add to the drama of this piece?

8. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension Character Watch: Sheila 1.What are the 3 most interesting or significant lines that Sheila says during this scene? 2.Why are they so important? 3.What do they reveal about his or other characters? 4.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) 5.How do these lines add to the drama of this piece?

9. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension Stage Directions What are the 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?

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

11. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Who has behaved most poorly towards Eva Smith? Why? Most badlyLeast badly

12. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Who has behaved most poorly towards Eva Smith? Why? MostLeast

13. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Which character is changing the most? MostLeast

14. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Which character does the audience have the most sympathy for? MostLeast

15. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Which character’s attitudes are most close to the attitudes of the Inspector? MostLeast

16. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Which character is the most conscious of social class? MostLeast

17. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension On the line Where would you place the characters? Mr BirlingMrs BirlingGerald Sheila Which character does Priestley want the audience to condemn? MostLeast

18. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension 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?

19. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension In Act Two, Priestley uses the character of Mrs Birling for a number of purposes: 1.To explore the theme of social class 2.To explore the theme of responsibility and how to avoid it! 3.To provide a contrast to Sheila (the younger generation against the older generation) 4.To explore the theme of social duty 5.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: AO1Priestley, function, purpose, theme, social class, prejudice, responsibility, Socialism, strained relationships, audience AO2Dramatic irony, timing, contrast, entrances, exits, Inspector’s questioning, dialogue, stage directions, dramatic tension, climax, turning point,

20. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension ‘(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?

21. Social responsibilityInequalityMorals and Ethics Class and Status Hindsight/KnowledgeTime Frames Dramatic devices Dramatic Tension 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?

22. 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