Lesson 1 - Act 1 Review

Written in the 1940s but based in the early 19th century, Priestley’s political stance leaned towards socialism. Although he appears to comment disparagingly throughout the play on Capitalism, he would not mind it if successful Capitalists were kinder to others. When those Capitalists are unkind to others, that’s when Priestley is upset. Priestley makes this view evident throughout the play and it’s your job to show how he makes this evident.

Initial opening (pages 1-7): We are introduced to the family and the relationships between them are established, but tension is implied from the very beginning.

Stage directions are a technique which, while saying little, tell us a lot. Find five examples that show this family is privileged (and knows it) and explain how they show this.

What is the relationship like between Gerald and Sheila? Give two examples and tell me what Priestley is trying to show.

Whose company does Birling prefer, Gerald’s or Eric’s? Show the example and explain what Priestley was trying to show through the characters.

However, Eric seems to know more than he lets on. Find two examples where this is the case. How does the audience react to Eric at this point?

Mrs Birling prefers to pretend the lower classes don’t exist. Find evidence of this. Why might she be like this? The clue is in the opening stage directions!

Structure points:

Who has the most to say in Act 1? What does this tell the audience? Find evidence that also proves this.

By using his belief in the invincibility of the Titanic and the fact he believes war wont happen, Priestley is proving a point about Birling and his beliefs/principles. What is Priestley trying to prove through Birling and his beliefs? Use quotations to prove this,

During one of Birling’s diatribes about ‘community and all that nonsense,’ he is interrupted. The Inspector arrives. How does this interruption foreshadow the rest of the night’s events?

The Inspector’s Arrival

The Inspector is described as having ‘massiveness, solidity and purposefulness.’ Analyse these words individually to tell us what they teach us about the Inspector.

The chain begins. Birling is the first link in the chain. Birling wanted to ‘keep labour costs down’ and the inspector believes ‘it’s better to ask for the earth than to take it.’ What does each quotation teach you about their attitudes towards the working classes?

Sheila

Sheila is horrified by the story of Eva Smith’s death. How does this compare with Mr Birling’s reaction?

She says ‘But these girls aren’t cheap labour – they’re people.’ Eric agrees, but Mr Birling simply wants to avoid a scandal. What are each generation’s priorities since the Inspector’s arrival?

Contrast Sheila and Eva: they are of similar age but where Sheila is celebrating her engagement and a secure life where she will never work, Eva was ‘lonely,’ ‘half-starved’ and unemployed through no fault of her own. How is Priestley trying to make us feel about Eva?

Has Sheila changed? Find two pieces of evidence to prove you, the audience, know this.

Back to structure!

Who is the next person in the ‘chain of events’? How does Priestley show you this?

By mentioning a chain of events, what does the audience now suspect about the other family members?

Dramatic irony: where the audience knows something the characters do not. Find evidence of dramatic irony in Act 1. How does Priestley make the audience feel?

Recap:

How is tension created in this act?

Pick two stage directions and use them to show how the Inspector’ power increases as the evening wears on.

How are wealth and social status misused? Why does Priestley show us this irresponsible behaviour?

How are attitudes towards women shown in the play?

Find three quotations about each character and show whether or not they have changed over the course of this act.

Responsibility: who has it and who doesn’t? Those that have it, is it used responsibly? Use evidence to show me your thoughts on this.

Gender differences: how are attitudes to women shown? What is the role of men, traditionally?

Why does Birling so desperately want Sheila and Gerald’s marriage to go ahead?

Lesson 2 - Act 2

This revision work is a 1-hour lesson and is broken up into 5 parts. Task 1 has two options as a starter activity. It is your choice which one you do or you can complete both. Some sections have optional extension tasks too. The amount of time suggested to spend on each part is there but you do not have to stick to them.

Task 1 (5-10 minutes): Starter A – read the summary and fill in the blanks using the words from the box.

Starter B: You need to write the questions to the following answers - the first one has been done for you:

1. E.g. an affair = What relations did Gerald have with Daisy Renton? 2. Pregnant3. They’re more impressionable.4. Nothing but morbid curiosity.5. Palace variety theatre6. Brumley Women’s Charity Organization

wretched little bothering mistress engagement ring upset stop prejudiced saved gallant confident Sheila reveal father cruel and vindictive example stalls bar pregnant drinking Mrs Birling Brumley Women’s Charity child September influenced unchanged

7. Stolen money

Task 2 (5 minutes): Sheila VS Gerald

1. Explain or draw the staging of the characters in the beginning of Act 2: why is this important?

2. Explain Sheila’s behaviour using PEE/PETE, when she says “(with hysterical laugh, to GERALD) You see? What did I tell you?” Why is she reacting like this?

3. How does Sheila feel about the Inspector? Why?

Task 3 (10 minutes): Gerald’s Affair

1. How did Gerald get involved?2. What details did Gerald learn about Renton, during their conversation?3. How does Gerald feel? Find quotes to support your ideas and write PEE/PETE.4. How does Gerald exit? What does this imply?

Extension task: Write a script for the missing scene of the events of Gerald and Renton?

Task 4 (15 minutes): Sybil (Mrs Birling) blames the Father

1. In what ways is Mrs Birling an uncaring woman and how has she failed her professional duty? (Use PEE/PETE.)

2. What opinion does Mrs Birling have of the Baby’s father? Why is this ironic?3. How do Mr Birling and Mrs Birling look at each other towards the end of the Act?

Why? 4. How do each of the characters feel now they have realised why the Inspector is

waiting?

Extension: Why is it important that Eric was only spoken about but not seen at any point in Act 2?

Task 6 (20 minutes): Final Consolidation

1. Construct a chart to illustrate the events associated with Eva Smith/Daisy Renton so far in the play. (3 minutes)

2. Write a soliloquy as Sheila to reflect her thoughts and feelings at this point in the play so far (7 minutes). You could discuss:

Her feelings towards her mother/father/brother How she feels about the Inspector How she feels about Eva Smith/Daisy Renton Her feelings towards Gerald after finding out about his affair. Her mixed emotions about Gerald not being involved in the pregnancy.

3. With regards to themes and characters within Act 2, find quotations from each character that relate to the themes. It is up to you whether you create this as a table

like below or create a mind-map to show the themes with the character and quotes. It will be very beneficial for revision purposes (10 minutes).

Theme Sheila Gerald Mrs BirlingFamilyIgnoranceResponsibilityPrejudiceLovePowerGender StereotypesDeceit/HonestySocial Hierarchy

Lesson 3 – Act 3

Comprehension questions

1. Mrs Birling doesn’t believe Eric could be the father of Eva’s child, find the quotation where Mrs Birling gives her reason as to why he couldn’t be the father

2. Where did Eric meet Eva/ Daisy? What adjective does Priestley use to describe Eric’s state?3. Was Eric in love with her?4. How much money did Eric offer Eva? Where did he get this money from?5. Where did Eva go when she stopped taking Eric’s money?6. Eric shouts “you killed them both” who was he shouting at here and why?7. Mr Birling states he’d give “thousands and thousands” and the Inspector states that there

are “millions and millions and millions of Eva Smiths” – what language technique is being used in these quotations and why?

8. After the Inspector leaves, what is Mr Birling’s first concern? What does this tell us about his character?

9. Why did Gerald return after leaving? What does this tell us about his ability to accept responsibility?

10. What happens after the phone rings at the end of the play? Why do you think Priestley ends the play like this? As a challenge, try to link to dramatic irony and context.

Bloom’s taxonomy – think critically

Identify what the Inspector says when he refers to how the family will learn their lesson. Thinking contextually (e.g. when the play was written and set), analyse why Priestley states

the family should learn their lesson this way. Look at the connotations of the words within the quotation,

Evaluate whether you think each character from the play would learn their lesson based on the evidence you have found whilst reading the play.

Character development

By the end of the play, how much responsibility does each character take? Use quotations to support your answer.

Challenge task: write P.E.T.E paragraphs on each character debating how they have either changed or remained the same throughout the play.

P.E.T.E:

Point – make a statement about the character (A01 plot marks)

Evidence – support with a quotation from the play

Technique – identify a language feature or word class that you could zoom into (A02 analysis marks)

Explain – discuss what the quotation and feature could suggest about the character

Model paragraph:

Firstly, Mr Birling is a character that doesn’t accept responsibility throughout the play. During Act Three, the Inspector fully reveals the entire Birling family and Gerald’s involvement in Eva’s suicide. During this time, Mr Birling attempts to repent by stating he’d give “thousands and thousands” to Eva should she still be alive. However, the use of the repetition highlights how Mr Birling only

regrets his actions as this will now affect his social standing in his running to receive a knighthood. His selfish response shows his refusal to accept his personal involvement in Eva’s death.

Possible quotations:

Mr Birling – “why you all had to go letting everything come out like that beats me”

Mrs Birling – “but I didn’t know it was you – I never dreamt”

The Inspector – “we don’t live alone. We are members of one body. We are responsible for each other”

Eric – “I didn’t notice you told him that it’s every man for himself.”

“My God – I’m not likely to forget”

Shelia – “if all that’s comes tonight is true, then it doesn’t matter who made us confess”

“I behaved badly too. I know I did I’m ashamed of it”

Gerald – “we’ve been had”

“Everything’s all right now, Shelia. (Holds up the ring.) What about this ring?”

Lessons 4 – Themes in ‘An Inspector Calls’

Task One: Write down 4 themes you identify in ‘An Inspector Calls’ and three sentences that begin to discuss how they are portrayed – for example, ‘Responsibility is shown throughout An Inspector Calls. Each character is responsible for the death of Eva Smith and the Inspector tries to get them to see this.’

Task Two: Make a mind map for each of the four themes you came up with in ‘Task One.’ They should include key events, key characters and key quotations, something like the one you can see below –

Task Three: Now have a go at producing some PEE paragraphs to answer the question below, inserting a theme of your choice into the gap –

How does J.B Priestley portray the theme of [...] in An Inspector Calls?

Aim to complete at least 6 PEE paragraphs.

Lesson 5 – Characters in ‘An Inspector Calls’

For each character, you are going to fill in the table with six quotations for the character in the middle. Select appropriate quotations that tell you something about their personality and try to balance the quotations across the acts for example: two quotations from Act 1, 2, and 3 (if possible). Ext: Explain what the quotation tells you about their personality.

You can print the tables on the next few pages and fill them in; however, if you would prefer to put the information on your own style of mind map then that is fine too!

1. 2. 3.

Write 2 things you know about this character:

Inspector Goole Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Mr Arthur Birling Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Mrs Sybil Birling Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Miss Sheila Birling Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Mr Eric Birling Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Mr Gerald Croft Write a description of the character from the Stage Directions:

4. 5. 6.

1. 2. 3.

Write 2 things you know about this character:

Eva Smith/Daisy Renton

Write a description of the character from the Stage Directions:

4. 5. 6.