1. AQA GCSE English Literature BWS English Department - An Inspector Calls SOW

2. How we will study the play  Weeks 1-3: Working through the acts and studying sections and characters  Weeks 3-6: Working on the play as a whole, exam technique and practice questions. BWS English Department - An Inspector Calls SOW

3.  2015 BBC Trailer  https://www.youtube.com/watch?v=bWvwdx JeYCc https://www.youtube.com/watch?v=bWvwdx JeYCc BWS English Department - An Inspector Calls SOW

7.  Watch BBC’s Text in Context programme on the play, here: Part One: http://www.youtube.com/watch?v=6Svz8_dyhokhttp://www.youtube.com/watch?v=6Svz8_dyhok Part Two: http://www.youtube.com/watch?v=J7OHthxcR1c BWS English Department - An Inspector Calls SOW

10. … has headings / titles – which are dated and underlined …uses colour-coding for key themes / characters etc. …uses diagrams (charts / brainstorms / graphs / visuals) as well as writing …bullet points key ideas, rather than writing in full all of the time …uses highlighters to make key quotations stand out …goes into detail regarding specific techniques / terminology …underlines key terms / techniques …is added to / topped up / developed in student’s own time

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13. Use your findings to either: a) Draw a series of conclusion about how you think, at this stage, Priestley has structured / sequenced events in the play b) Find an alternative way of presenting the tension in the play through ‘infographics’ or something similarly visual.

14. Start Menu > BWS Media player > Videos > English BWS English Department - An Inspector Calls SOW

15. Re-read the opening up to the Inspector’s entrance… (pp. xx- yy)  Each group is taking on a character  On sticky notes, record key quotations coming for your character  Exchange notes with another group. Copy the quotations and say why you think the group labelled each as important (clues: irony / language / theme / character / context)  Share findings as a class; add to personal notes BWS English Department - An Inspector Calls SOW

17. CLASS DISCUSSION: STATUS Rank the characters in the play in terms of their status. It has been suggested that you could fit the characters into a hierarchical pyramid like this one – do you think this would work? To what extent is this exercise dependent on our understanding of the word ‘status’?

18. BWS English Department - An Inspector Calls SOW Put these events into chronological order. Read back through Act 1 and find any reference to historical context. Focus in on at least three events. How would mentioning these events in the play affect the audience watching at the time of the play’s first performance (1946)?

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20. ACT ONE The quotations on your sheet demonstrate the contrast between Mr Birling’s shameless belittling of Eva Smith and Sheila’s pity for her. They also reveal their contrasting rejection and acceptance of responsibility for being involved in her death. Sort the statements to fit the relevant character: Mr Birling, Sheila and the Inspector. When you have finished, write an explanation of the tone and message implied by the Inspector’s words.

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22.  ‘It’s a perfectly straightforward case... obviously it has nothing whatever to do with the wretched girl’s suicide.’ Mr Birling  ‘... what happened to her then may have determined what happened to her afterwards, and what happened afterwards may have driven her to suicide. A chain of events.’ Inspector  ‘I can’t accept any responsibility.’ Mr Birling  ‘It’s a free country, I told them.’ Mr Birling  ‘If you don’t come down sharply on some of these people, they’d soon be asking for the earth.’ Mr Birling  ‘... it’s better to ask for the earth than to take it.’ Inspector  ‘Have you any idea what happened to her after that? Get into trouble? Go on the streets?’ Mr Birling  ‘... I can’t help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight... What was she like? Quite young?’ Sheila  ‘There are a lot of young women living that sort of existence in every city and big town in this country... If there weren’t, the factories and warehouses wouldn’t know where to look for cheap labour.’ Inspector  ‘But these girls aren’t cheap labour – they’re people.’ Sheila  ’A nice little promising life there, I thought, and a nasty mess somebody’s made of it’. Inspector  ‘Sometimes there isn’t as much difference as you might think [between respectable citizens and criminals]... I wouldn’t know where to draw the line.’ Inspector  ‘I’m trying to tell the truth.’ Sheila  ‘It just didn’t suit me at all. I looked silly in the thing.’ Sheila  ‘How could I know what would happen afterwards?’ Sheila  ‘It’s the only time I’ve ever done anything like that, and I’ll never, never do it again to anybody.’ Sheila BWS English Department - An Inspector Calls SOW

23. Character Focus:

24. Re-read the following BWS English Department - An Inspector Calls SOW Birling: (solemnly) But this is the point. I don’t want to lecture you two young fellows again. But what so many of you don’t seem to understand now, when things are so much easier, is that a man has to make his own way – has to look after himself – and his family too, of course, when he has one – and so long as he does that he won’t come to much harm. But the way some of these cranks talk and write now, you’d think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive – community and all that nonsense. But take my word for it, you youngsters – and I’ve learnt in the good hard school of experience – that a man has to mind his own business and look after himself and his own – and – (We hear the sharp ring of a front door bell. Birling stops to listen.) Arthur Birling

25. BWS English Department - An Inspector Calls SOW Arthur Birling

26. Now consider this against the timing of the Inspector’s arrival…  Socialism and Capitalism: which does Birling represent, and which the Inspector?  How does the timing of the Inspector’s arrival (stage direction after Birling’s speech on page 10) highlight the differing viewpoints?  What point is Priestley trying to make, therefore through this speech of Birling’s, and through Birling’s character overall? BWS English Department - An Inspector Calls SOW Arthur Birling

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28. SHEILA Character Focus for Act One : But these girls aren’t cheap labour – they’re people (page 19). What does Sheila’s reaction to the Inspector’s summary of Eva’s time with Birling and Co. reveal of her attitude to life? ‘I couldn’t be sorry for her.’ Account for Sheila’s treatment of Eva Smith. ‘I behaved badly too. I know I did. I’m ashamed of it.’ Why is Sheila ashamed of her treatment of Eva Smith?

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30. Research the Trade Unions, the Welfare State and the General Strike of 1926; the National Archives have a good summary of each http://www.nationalarchives.gov.uk/cabinetpapers/alevelst udies/trade- union.htm?WT.ac=The%20Trade%20Union%20Movementhttp://www.nationalarchives.gov.uk/cabinetpapers/alevelst udies/trade- union.htm?WT.ac=The%20Trade%20Union%20Movement.

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32. Word Play at the start of ACT 2  J. B. Priestley uses words carefully for comic effect in Act Two of An Inspector Calls. Sometimes the humour is due to dramatic irony, or because the audience has a better viewpoint of all the characters at this point. It’s worth knowing the meanings of some of these words to understand the humour. BWS English Department - An Inspector Calls SOW

33.  Come up with some more from the play! BWS English Department - An Inspector Calls SOW

35. Creative TASK: Fakebook  Create a ‘Fakebook’ (Facebook) post for one of the characters in the play!  Think about their character / what motivates them / what they may be struggling to hide…  The cleverer among you may find ways to link / connect characters! BWS English Department - An Inspector Calls SOW

36. Gerald’s Affair: BWS English Department - An Inspector Calls SOW

37. Gerald’s Affair: BWS English Department - An Inspector Calls SOW

39. Activity : Chat Show!  In groups, prepare a ‘Jeremy Kyle’ style debate on who is to blame. Each of you must present a particular point of view at first, but you must also listen and respond to the arguments of others. Choose your role from one of the following:   The host of the show. He or she must manage the argument so that everybody gets to speak, and steer the debates where necessary.  Mr Birling – ‘That wretched girl has been nothing but trouble…’  Sheila – ‘It’s the only time I’ve ever done anything like that…’  Gerald – ‘I didn’t feel about her as she felt about me …’  Mrs Birling – ‘I did nothing I’m ashamed of …’  Eric – ‘And I didn’t even remember – that’s the hellish thing …’  The Inspector – ‘Each of you is guilty …’ BWS English Department - An Inspector Calls SOW

40. Activity : Chat Show!  The audience members should question the above characters, and argue their point of view. Start with the suggested points, but obviously you will need to really develop these if you are to argue your case effectively.   Mr Birling – he set Eva off on her destructive path …  Gerald – he broke Eva’s heart …  Mrs Birling – she refused Eva help when she was desperate …  Eva herself – she allowed herself to get in a mess … BWS English Department - An Inspector Calls SOW

41. Activity : Chat Show! Make sure you:  make a significant contribution  engage with the ideas of others – build on and challenge where possible  promote a point of view – be persuasive!  speak fluently and purposefully  always listen closely. BWS English Department - An Inspector Calls SOW

42. Allocate each colour to one character: Mr Birling, Mrs Birling, Sheila, Eric, Gerald. Choose the vocabulary that applies to the character and then complete the chart. Think about suitable alternative words for characters…

43. BWS English Department - An Inspector Calls SOW Character Focus: ‘You and I aren’t the same people who sat down to dinner here.’

44. BWS English Department - An Inspector Calls SOW Select quotations and list the ways that Sheila has changed since the start of the play. You could record these in the form of a ‘Bullseye’ diagram to add notes from the start (in the centre of the bullseye) to Gerald’s exit (on the outer edge).

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46.  ‘Eva was cheap labour and a mistress to be discarded at will’  ‘Eva was a real person who deserved to be heard and respected’ How do you feel towards Eva? BWS English Department - An Inspector Calls SOW

47. Creative TASK  Look for relevant news stories that will set them up for the moral issues to come: stories about asylum seekers, teenage pregnancy, charity donations, care in the community or the divide between the rich and the poor. Bring in the articles and swap them to make links with the text, write articles in response as a character from the play, or sort articles into relevant categories or themes that relate to the text. BWS English Department - An Inspector Calls SOW

48. TASK: Theme Definitions! Pair up the theme with its definition! education the act or process of acquiring knowledge relationships the mutual dealings, connections, or feelings that exist between two parties class a group of persons sharing a similar social position and certain economic, political, and cultural characteristics gender the state of being male or female individual a single person, especially when regarded as distinct from others power political, financial, social, etc. force or influence community a group of people having cultural, religious, ethnic, or other characteristics in common society the totality of social relationships among organised groups of human beings guilt responsibility, remorse or self-reproach caused by feeling that one is responsible for a wrong or offence lies to speak untruthfully with intent to mislead or deceive J. B. Priestley the playwright, a socialist dramatic irony the irony occurring when the implications of a situation, speech, etc. are understood by the audience but not by the characters in the play conscience the sense of right and wrong that governs a person's thoughts and actions love an intense emotion of affection, warmth, fondness, and regard towards a person or thing respectability the quality or state of being respectable; the fact of being considered socially acceptable BWS English Department - An Inspector Calls SOW

49. What is the inspector?  Humanist philosopher:  Social commentator:  Story-teller: BWS English Department - An Inspector Calls SOW

50. What is the inspector?  Humanist philosopher: concerned for the welfare, values and dignity of human beings, and who believes that reason and strong moral values can be guiding principles for life.  Social commentator: expresses opinions on the state of society, usually with the intention of rebelling against popular thought.  Story-teller: hooks the audience’s interest; introduces characters; establishes a sense of place; suggests the themes and ideas the play will explore; sets up the story or the structure around which the play will progress. BWS English Department - An Inspector Calls SOW

51. What is the inspector? BWS English Department - An Inspector Calls SOW

52. Homework: Socialism and Capitalism  Worksheet: Socialism and Capitalism Cut out the statements that appear on the worksheet, and put them under the correct heading… BWS English Department - An Inspector Calls SOW

53. Links in a Chain… BWS English Department - An Inspector Calls SOW

55. Approaching the Essay  The play appears on English Literature Paper 2 (Modern Texts and Poetry)  The questions appear in Section A – which carries 30 marks PLUS 4 SPaG marks  There will be a choice of TWO questions – you answer just one of them  You should spend 45 minutes on the essay in total  You will NOT have your copy of the play with you BWS English Department - An Inspector Calls SOW

56. Approaching the Essay  One of the choices in likely to focus on a character  The other choice is likely to focus on a theme BWS English Department - An Inspector Calls SOW Example How and why does Eric change in An Inspector Calls? Write about: how Eric responds to his family and to the Inspector how Priestley presents Eric by the ways he writes. -Or- How does Priestley explore the difference between social classes in An Inspector Calls? Write about: the ideas about class in An Inspector Calls how Priestley presents these ideas by the ways he writes.

57. Assessment Objectives BWS English Department - An Inspector Calls SOW

58. Assessment Objectives BWS English Department - An Inspector Calls SOW

59. Assessment Objectives BWS English Department - An Inspector Calls SOW

60. Assessment Objectives BWS English Department - An Inspector Calls SOW

61. Assessment Objectives BWS English Department - An Inspector Calls SOW

62. The Mark Scheme BWS English Department - An Inspector Calls SOW

63. Returning to the question… “The best answers will:  explore Priestley’s craft and purpose in creating the character of Eric. They will connect with what the character does to the writer’s ideas and to the effects upon the audience watching. They will offer a personal response and provide many well-explained details.” BWS English Department - An Inspector Calls SOW How and why does Eric change in An Inspector Calls? Write about: how Eric responds to his family and to the Inspector how Priestley presents Eric by the ways he writes.

64. Think of your conclusion before you start…  “Perhaps the most significant change in Eric, therefore, is his total rejection of everything that he and his family have stood for. His taking refuge in alcohol and sex is an extension of the selfish ways his father has inadvertently perpetuated through his son. However, it is a sad irony that the it takes the tragic consequences of these indulgences to open his eyes the error of his ways.” BWS English Department - An Inspector Calls SOW

65. Essay Writing Toolkit

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67. Returning to the question… “The best answers will:  explore Priestley’s craft in presenting ideas. They will connect with what the characters say and do to the writer’s ideas, and to the effects upon an audience watching.” BWS English Department - An Inspector Calls SOW How does Priestley explore the difference between social classes in An Inspector Calls? Write about: the ideas about class in An Inspector Calls how Priestley presents these ideas by the ways he writes.

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69. Account for Mrs. Birling’s behaviour over the course of the play? Write about: how Mrs. Birling responds to events and to the Inspector how Priestley presents Mrs. Birling by the ways he writes. What do you think is important about the ending of An Inspector Calls? Write about: how the ending of the play presents some important ideas how Priestley presents these ideas by the ways he writes.

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71. ESSAY RESPONSES

72. BWS English Department - An Inspector Calls SOW If your AO1 mark is in need of improvement: Find a major point in your essay where you can turn ‘effective analysis’ into either a ‘strong opinion’ or an ‘original idea’. Re-write your point. Add evaluative vocabulary about a character: eg: ‘repellent’ Offer an alternative to what a you see a character representing (eg. Alternatively, Gerald could also be seen as representing…’ Pose questions as well as give answers

73. BWS English Department - An Inspector Calls SOW If your AO2 mark is in need of improvement: Find a major point in your essay where you can merge terminology and language commentary into the point you have made. Include at least two examples of specific terminology Evaluate how well it has been used in your analysis Consider alternative ways in which this might affect the audience If you’ve missed this out altogether, highlight where the opportunities com in your essay…

74. BWS English Department - An Inspector Calls SOW If your AO3 mark is in need of improvement: Look for places where comments (about context or Priestley’s ideas) could be slipped into your answer Offer alternative explanations / audience responses to this Explore the differences between when the text was SET and when it was WRITTEN.