1. Be ready to feedback to the class.
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation link to ideas about social class in the play?
“You’d think we were all mixed up together like bees in a hive – community and all that nonsense”
SYNTHESISE: identify two related words and explain what they convey about Mr Birling’s attitude to society.
Be ready to feedback to the class.
CONTRAST: Mr Birling’s attitude here with an opposing view expressed by Inspector Goole.

2. “Unsinkable, absolutely unsinkable” Be ready to feedback to the class.
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: explain how this quotation links to significant historical contexts.
“Unsinkable, absolutely unsinkable”
EXPLAIN: the intended dramatic effect of Priestley’s choice of the adverb “absolutely” in this quotation.
Be ready to feedback to the class.
CONTRAST: Mr. Birling’s sense of certainty here with a quotation where he seems much less assured of himself and the situation.

3. Be ready to feedback to the class.
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation convey ideas about Edwardian attitudes to social responsibility?
“I’ll tell you what I told her. Go and look for the father of the child. It’s his responsibility.”
ZOOM: in on a word or phrase which you think conveys Mrs. Birling’s belief in her authority in this situation.
Be ready to feedback to the class.
CONTRAST: Mrs. Birling’s comment here with her reaction once she discovers her son Eric to be the “father of the child.”

4. QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT:
how does this quotation link to ideas about social class in the play?
“We don’t live alone. We are members of one body. We are responsible for each other.”
ZOOM: in on the dramatic significance of Priestley’s deliberate and repeated use of a plural pronoun in this quotation.
Be ready to feedback to the class.
CONTRAST: Inspector Goole’s attitude here with an opposing view expressed by Mr. Birling.

5. Be ready to feedback to the class.
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation convey ideas about Priestley’s attitudes to social responsibility?
“You’ve had children. You must have known how she was feeling and you slammed the door in her face.”
ZOOM: in on the dramatic significance of Priestley’s deliberate and repeated use of a pronoun in this quotation.
Be ready to feedback to the class.
CONTRAST: the Inspector’s attitude here with Mrs. Birling’s defence of her decision to reject Eva’s application for charitable support.

6. QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: explain how this quotation conveys Sheila’s awareness of the privilege and power her social status affords her.
“It’s the only time I’ve ever done anything like that and I’ll never, never do it again to anybody.”
ZOOM: in on Priestley’s use of epizeuxis in the phrase “never, never” and explain the intended dramatic effect of this repetition.
CONTRAST: Sheila’s remorse here with the more self-absorbed impression Priestley creates of her before the Inspector’s arrival.

7. QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: explain how this quotation conveys Sheila’s perception of women and social class in Edwardian society.
“If she’d been some miserable, plain little creature
I don’t suppose I’d have done it.”
ZOOM: in on a word or a phrase which conveys ideas about Sheila’s envy of Eva to an audience.
Be ready to feedback to the class.
CONTRAST: Sheila’s jealousy here with her compassion and remorse, using a quotation to illustrate the change in her attitude.

8. QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how this quotation conveys ideas of toxic masculinity to a modern audience?
“I was in that state when a chap easily turns nasty and I threatened to make a row.”
ZOOM: in on Priestley’s deliberate choice of adverb “easily” to convey ideas about Eric here to an audience.
CONTRAST: Eric’s justification of his behaviour here with a comment expressing his changed attitude later in the play.

9. Be ready to feedback to the class.
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
STAGECRAFT: explain the significance and dramatic effect of the change of lighting here.
“The lighting should be pink and intimate until the inspector arrives.”
EXPLAIN: what is ironic about the fact that the mood is described as “intimate” given what we learn about this family’s relationships?
Be ready to feedback to the class.
CONTRAST: the mood on stage prior to Inspector Goole’s arrival to the mood established by a sudden change to a “brighter and harder” stage lighting.

10. “After all, y’know, we’re responsible citizens and not criminals.”
QUOTATION CHALLENGE
Rules: complete each task based on the quotation in the middle of the page
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: Explain what this quotation conveys about Gerald’s perception of social class in Edwardian society.
“After all, y’know, we’re responsible citizens and not criminals.”
EXPLAIN: the significance of Gerald’s comment here in relation to Priestley’s ideas about morality and social responsibility.
CONTRAST: Gerald’s opinion here with an opposing view expressed by Inspector Goole.