AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Assessment Objectives (AOs) The Features of a Play Script Feature Definition Example A play Not a book or novel – Priestly wrote An Inspector Calls to be heard and performed on a stage. Stage Directions Priestley uses Stage Directions to show how the play should look on stage. They include set changes, lighting and costumes. Stage directions are also used to convey the writer’s message. Significant items on stage that add to the plot. These items can be used to provide clues and create a sense of mystery and tension. Acts A play is divided into Acts. Each Act develops the plot and contains elements of changing characters, action, climax and resolution Entrances and exits How characters enter and exit the stage is significant to the plot. Sometimes they are accompanied with sound. Beginnings and ends of each act Priestley uses the acts to create tension often ‘freezing’ the action to build suspense. He uses cliff-hangers to make the audience wait. Warning signs Clues (props, stage directions, dialogue) that are present from the beginning – signs of problems that are presented to the audience. Dramatic Irony When the audience knows more than the characters. Dramatic irony gives power to the audience. Priestly uses it to highlight character flaws. Dialogue/ Language The character’s language reveals information about them: mood and tone, emotions, social class, thoughts and feelings about events and other characters. Language is used to highlight
Relevant Vocabulary – find the full quote/example in the play. Suburban (adjective) A residential area on the edge of a city or town where people who work in the city or town often live. Prosperous (adjective) Successful, usually by earning a lot of Rich and wealthy. Decanter (noun) A decorative glass container for wine and other alcoholic drink. Scaremonger (noun) A person who spreads stories that public fear. Port (noun) A strong, red wine. Often served after dinner. Portentous (adjective) Serious and trying to be very important. Shows arrogance and conceit. Provincial (adjective) Having opinions and ideas that are and simple. Agitations (noun) Worry and anxiety Guffaws (verb) To laugh loudly, especially at something stupid that someone has said or done. Squiffy (adjective) Slightly drunk. Fiddlesticks (exclamation) Used to express disagreement or to say that something in nonsense. Capital (noun) A amount of money used for producing more wealth. Cranks (noun) A person who has strange or unusual beliefs. Disconcerting (adjective) Anxious, unsettled and worried. Infirmary (noun) An old name for a hospital. Labour (noun) A polity party that believes in social equality, a more equal sharing of wealth and the rights of workers. Modestly (adverb) To downplay your own abilities and achievements. By Jove (noun) Used to express surprise or to emphasise a statement. Officious (adjective) Too eager to tell people what to do and having too high an opinion of your own importance. Impertinent (adjective) Rude and not showing respect towards someone older or in a higher position that you.
making headway – bigger and faster all the time. And then ships. Why, a friend of mine went over this new liner last week – the Titanic – she sails next week – forty-six thousand eight hundred tons - forty-six thousand eight hundred – New York in five days – and every luxury – and unsinkable, absolutely unsinkable.” “In twenty or thirty years’ time – let’s say, in 1940 – you may be giving a little party like this – your son or daughter might be getting engaged – and I tell you, by that time you’ll be living in a world that will have forgotten all these Capital versus Labour agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere – except of course in Russia, which will always be behindhand naturally.” “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 is 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 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.” How is Mr Birling presented in extracts? Key Quotation Key Quotation
How does the Inspector’s arrival change the mood? Key Quotation Key Quotation Key Quotation Key Quotation Killer Quotation How does the Inspector’s arrival change the mood? Stretch yourself by including sophisticated vocabulary: omniscient, impertinent, officious, infirmary, unmovable, incorruptible, rational How does the writer achieve it? Identify a technique or interesting use of language Use a quote Why is it effective? Link to the actual words used What does it make you feel/do? What are the connotations? Does it have an emotional impact? Context Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written. __________________________________________________________________________
Key Quotation Key Quotation Killer Quotation How is the Inspector presented as the voice of Priestley? Stretch yourself by including sophisticated vocabulary: socialist, moralistic, omniscient, rational, reproachful, incorruptible, unmoveable, principled, parity, justice. How does the writer achieve it? Identify a technique or interesting use of language Use a quote Why is it effective? Link to the actual words used What does it make you feel/do? What are the connotations? Does it have an emotional impact? Context Does it link to Edwardian society, values or beliefs? Does it link to Priestley’s own beliefs? Lit AO1: Use textual references, including quotations, to support and illustrate interpretations. Lit AO1: Read, understand and respond to texts, maintain a critical style and develop an informed personal response. Lit AO2: Analyse the language, form and structure used to create meanings and effects, using relevant subject terminology where appropriate. Lit AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Picture Description 1. It is Spring 1912. The Birlings are the engagement of daughter Sheila to wealthy Gerald Croft. They are disturbed by the of an inspector. 2. He them a girl has committed hours earlier by drinking disinfectant. She left a diary and a . 3. The Inspector shows Birling a photograph. He the girl as Eva Smith, who was in his factory. 4. Birling tells the Inspector that he sacked Eva along with four or five others in September 1910 for going on strike for better . Birling sees nothing with what he did. 5. Eva was out of work for months before she found another job at Millwards shop in December 1910.
Analysis of characters – Key ideas and quotes Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for their actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Arthur Birling Sybil Birling Complete the table for each character. Add quotes to support your understanding.
Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for their actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Sheila Birling Eric Birling Analysis of characters – Key ideas and quotes Complete the table for each character. Add quotes to support your understanding. Analysis of characters – Key ideas and quotes
Complete the table for each character. Add quotes to support your understanding. Character’s name How did they view Eva and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Gerald Croft Inspector Goole Analysis of characters – Key ideas and quotes Complete the table for each character. Add quotes to support your understanding.
Character’s name How did they view Eva Smith and contribute to her death? How are they manipulated or controlled by the Inspector? Do they accept responsibility and show remorse for actions? What are their concerns? What have they learnt from their experience with the Inspector? What is your lasting opinion of them? Eva Smith