Here are some of the key ways that Russell develops characters in Blood Brothers:
- Through song - Songs often reveal a character's inner thoughts and feelings. Both Mrs Johnstone and Mrs Lyons have signature songs that develop their characters.
- Use of a narrator - The narrator provides crucial background on the characters' lives and circumstances, helping the audience understand their motivations and perspectives.
- Dialogue between characters - What the characters say to each other, and how they interact, reveals aspects of their personalities and relationships.
- Physical description and stage directions - Details about a character's appearance, body language, actions etc. help the audience visualize them and interpret their character.
- Character's relationships and interactions
This document provides background information on author Amy Tan and summarizes her short story "Two Kinds". It begins with biographical details about Tan, born in 1952 in Oakland, California to Chinese immigrant parents. The document then summarizes the plot of "Two Kinds", focusing on the relationship between the protagonist Jing-Mei and her mother, who wants to make Jing-Mei into a child prodigy. Key events include Jing-Mei's failed piano lessons and recital, which lead to a climactic argument where she tells her mother she wishes she was dead. The story explores themes of generational differences, expectations, and the mother-daughter bond between immigrants and their American-born children.
This document provides character descriptions for a film titled "Ghost Lover". It describes the main character Zoella Kim, her childhood friend Douglas Gray who has a crush on her, and her best friend Laura Nelson. It also describes Zoella's four boyfriends she dates, an unknown guy named Percy, a random kid named Melanie, a passerby named Danielle who attends Zoella's school, and Zoella's English teacher Ms. Halket. Each character is briefly described with their name, age, and role in relation to Zoella.
Summary and Theme: Two Kinds by Amy Tan Yasmin Adilah
The document summarizes the story "Two Kinds" by Amy Tan. It describes how Jing-mei's mother believes America is the land of opportunity and is determined to make Jing-mei a prodigy, trying to mold her into a child actress and have her take intellectual tests. Ultimately, she decides Jing-mei will be a piano virtuoso, arranging lessons with a teacher. However, Jing-mei refuses to cooperate and plays badly on purpose. At a talent show, it's revealed Jing-mei has no musical talent, causing tension between her and her mother.
This plot analysis summarizes the key events in Amy Tan's short story "Two Kinds". It describes the exposition where the protagonist Jing-Mei's mother wants her to find a hidden talent. This causes conflict as Jing-Mei tires of constant testing. In the rising action, Jing-Mei is forced to take piano lessons but pretends to practice. The climax occurs when her disastrous piano performance embarrasses her mother. In the falling action, Jing-Mei and her mother never discuss the incident again. Upon her death, Jing-Mei realizes the symbolic meaning behind the two piano pieces, representing her relationship with her mother.
1) Edward Ferrars visits the Dashwood sisters at their home in Barton Cottage. Marianne notices Edward is wearing a ring with a lock of hair that may belong to Elinor.
2) The Dashwoods receive visitors including Sir John, Mrs. Jennings, and the Palmers. Mrs. Palmer shares what she knows of Willoughby from speaking to Colonel Brandon.
3) Mrs. Palmer invites the Dashwood sisters to visit her home for Christmas and shares more information about Willoughby, piquing Elinor's curiosity about his relationship with Marianne.
The document summarizes the main characters from the TV series 90210, which focuses on the lives of teenagers living in Beverly Hills. It introduces the main characters Annie, Dixon, Naomi, Navid, Silver, Liam, Adrianna, and Teddy and provides brief descriptions of their backgrounds, relationships, and storylines over the course of the series.
Blood Brothers: Mickey and Eddie and Childhood Act 1Emma Sinclair
The document discusses social class differences in the play "Blood Brothers" and contrasts the childhood experiences of the two main characters Mickey and Eddie. Mrs. Johnstone lives in poverty in Liverpool and struggles to support her eight children, forcing her to give one away. In contrast, Mrs. Lyons lives comfortably in a nice house but is unable to have children. When Mickey and Eddie meet again seven years later, Russell immediately establishes differences in their upbringings through Mickey's untamed nature and Eddie's overly polite and controlled mannerisms reflecting his protective upbringing. Their childhood games also reflect this class contrast, incorporating themes of death and fate alongside childhood innocence.
Three friends each fall for different girls but don't know how to approach them. They help each other try to impress the girls using their unique skills. It's a difficult journey to win the girls' hearts, but each boy is willing to go far to achieve this goal. The document then provides descriptions of the main characters and potential cast members.
This document provides a summary of a short story involving a 16-year-old orphan named Genevieve. Genevieve hears voices warning her about her foster parents, who she believes may have kidnapped her. While walking home from school with her best friend Lauren, Genevieve and Lauren hear a scream. Genevieve looks through the bushes and recognizes her foster mother, Tinashe, near someone who appears to have been murdered. The document outlines the main characters and sets up a mystery about whether Genevieve is safe and how long she will remain alive.
1) The story explores the relationship between Jing-mei Woo and her mother who has high expectations for her daughter's life and wants her to become a genius.
2) As a child, Jing-mei rebels against her mother's pressure by refusing to practice piano lessons seriously, leading to a disastrous performance.
3) Years later, Jing-mei understands that the two halves of the piano song she plays represent her conflicting relationship with her mother throughout her childhood.
An-Mei looks back on her mother's unhappy marriage to Wu-Tsing. Her mother was raped by Wu-Tsing and agreed to become his fourth wife to avoid shame. She had a son, but the second wife claimed him. Her mother committed suicide, and Wu-Tsing promised to raise An-Mei, but the household was tense. An-Mei realizes her mother didn't willingly abandon her, but was raped, and the second wife had faked a suicide and stolen her mother's son. Symbols represent tradition and fakeness beneath pleasant appearances.
The document discusses how various films, places, people, and TV shows either reinforce or challenge stereotypes of different age groups. Baby's Day Out and Home Alone challenge stereotypes of toddlers and young children. Kidulthood reinforces stereotypes of teenagers, while Young Adult both reinforces and challenges stereotypes of young adults. Venus challenges stereotypes of older people. Examples are also given of places that may reinforce stereotypes of where different age groups live. TV show characters are discussed that portray stereotypical or non-stereotypical infants, teenagers, adults and elderly people.
The film pitch proposes a short film about a teenage girl who feels unpopular and lacks self-worth. The initial plot has her being hit by a car and seeing how people react to her death, realizing she was appreciated too late. However, the filmmakers recognize the story needs a lesson or character development. Their revised plot has the main character experience being a ghost after the accident, witnessing her impact and funeral preparations, before waking up alive with a new perspective on valuing life and taking opportunities. Scenes provide more details about developing the character and her circumstances.
Three friends all have feelings for different girls but don't know how to approach them. Each boy has their own unique skills and personalities that they try to use to impress the girls. It's a challenging journey as the boys help each other in their efforts to win the girls' hearts through using their skills and going far outside their comfort zones. The film will focus on each boy's story and struggle with love.
Unfulfilled Desires of the Sons
In the first scene of the play, the younger son Edmund talks to his mother about his illness to convince her that it is not
as terrible as she assumes, after which his mother pampers him. This shows how much he needs his mother's attention
and also his desires to re-experience the satisfaction the feeling of wholeness with the mother had created in him in the
Imaginary Order. His mother tries to assure him that he would be healthy again, while referring to the fact that the only
thing he needs is her nursing.
MARY: [almost resentfully] Oh, I'm sure you don't feel half as badly as you make out. You're such a baby.
You like to get us worried so we'll make a fuss over you. You need to rest all you can. Sit down and I'll make
you comfortable.
EDMUND: Grand. Thanks, Mama.
MARY: [kisses him—tenderly] All you need is your mother to nurse you. Big as you
are, you're still the baby of the family to me, you know. (LDJ, I. p. 2020)
The love and attention of the mother and the lost union he had experienced in the Imaginary Order are the object of his
desire – what he is in search of, but would never attain. He thinks that his mother can fill the lack he has suffered from
since the Imaginary Order, but his actual mother, as she is now, completely differs from and cannot match the mother�image he has in his mind, with which he could feel safe and secure. His mother is now an addicted person who takes
drugs to pacify her pains. This incongruity causes some disorders in Edmund's personality. To fulfill his desires, he
This document contains ideas for 5 short horror films. The first idea involves a teenage party where a girl is found murdered with a threatening message. Suspicion falls on the main character. The second centers around a "ditzy" girl who is dared to investigate strange noises at her haunted school at night. The third involves two girls being tormented by an unknown girl hacking their webcam chat. The fourth tells of a bullied girl who commits suicide and then sends threatening texts from beyond the grave. The fifth shows a bullied girl who snaps and locks the main bully in a bathroom, becoming obsessed with a strange symbol that seems to take control of her.
Gemma celebrates her birthday with only her friend Claire after being forgotten by her boyfriend and family. During their conversation at a restaurant, Claire reveals that she is a lesbian and had a past girlfriend who died. Later, Gemma realizes her confused feelings for Claire and tries to catch up to her, but ends up injured in an accident.
This document discusses the codes and conventions of teen drama genres. It outlines typical narratives around issues teenagers may face like addiction, mental health, sexuality, rape, and teen pregnancy. It also describes common stock characters, settings in schools, and costumes that help establish social groups. Controversial topics are often addressed to seem relatable to audiences.
This document outlines the characters, plot, and production details for a proposed film titled "How to save a life". The film follows 17-year-old Saffron whose older sister Sophie struggles with alcoholism, which affects their family. Dealing with her mother's death and sister's addiction, Saffron begins acting out and gets into trouble. She finds support from her music teacher Mr. Lucas. The film explores Saffron's journey as she copes with these hardships and finds an unexpected friendship with fellow student Freddie.
Evie and Bella are best friends who attend school together. They are less popular than students like James and Georgia from wealthy families. When James throws a birthday party, Evie decides to go after being encouraged by Bella. With help from the enchantress Vanessa, Evie transforms herself and gains James' attention at the party. Meanwhile, the arrogant Adam is cursed by Vanessa to learn to love after bullying someone. Over the course of the party, both Evie and James and Bella and Adam begin to form relationships.
This document provides an overview and analysis of the play "Blood Brothers" including its themes of class divide, family, hopes and dreams. It summarizes the characters, techniques used in the play like parallel scenes and songs, and roles of the narrator. Key motifs in the play around Marilyn Monroe and guns are also outlined. The document examines how the tragic outcome is portrayed as inevitable from the start and discusses what the play says about class differences in society.
This document provides background information on the play "Blood Brothers" and its author Willy Russell. It discusses the context in which the play was written, including high unemployment in 1980s Liverpool under Margaret Thatcher. It also gives contextual details about the time period and setting of the play in Liverpool between the 1950s-1970s. The document aims to help readers understand the title, emotional implications, and context of the play before reading it.
The document provides instructions for a 2 hour English Literature exam focusing on the play "Blood Brothers" by Willy Russell. It will be divided into two sections:
1) A 1 hour extract question worth 10 marks requiring analysis of character, mood, and language.
2) A 1 hour essay question worth 20 marks choosing from two titles, requiring discussion of themes, characters, and context across the whole play through close analysis of quotations, language, structure and conventions. The exam is worth 40% of the final grade.
The document provides guidance for analyzing a passage from the play Blood Brothers by Willy Russell. It instructs the reader to identify how the two mothers, Mrs. Johnstone and Mrs. Lyons, are presented based on their dialogue, stage directions, and syntactic functions. It suggests the audience would sympathize more with one character over the other based on these techniques. The reader is prompted to support their analysis with evidence from the passage and evaluate the intended impact on the audience.
The opening scene of the play shows two dead bodies on stretchers surrounded by police and onlookers. As the onlookers exit, the narrator begins telling the story of the Johnstone twins, who were separated at birth with one kept by their mother and one given away. The narrator reveals that the twins grew up not knowing they were brothers and ultimately died on the same day, with their mother crying over her "own dear sons." He questions whether the audience has heard this story before and sets up the reenactment of the twins' deaths as the play begins.
Mrs. Johnstone gives birth to twin boys, Michael and Edward. She agrees to give one of the twins to her employer, Mrs. Lyons, who cannot have children of her own, so that she can continue seeing the child at work. However, Mrs. Johnstone worries that she will not be able to afford to care for both children on her own. The play explores the character of Mrs. Johnstone, a poor mother who gives one of her sons to a wealthy family, and the consequences this has.
Revision: Social class - Themes and context Emma Sinclair
The document discusses how class shapes the characters and events in the play "Blood Brothers". It examines the social classes of working class, represented by the Johnstone family, and middle class, represented by the Lyons family. The working class faced poverty, unemployment, and lower opportunities compared to the comfortably off middle class families. This contrast in social circumstances between the two families, and how it influences the characters of Mickey and Eddie who are separated at birth, is a central theme explored in the play.
This document discusses superstitions, which are beliefs not based on facts that are assumed to determine lucky or unlucky situations. It provides examples of common superstitions related to animals, days, food, the body, and mirrors. The Islamic point of view is that only Allah determines good and bad luck. Superstitions can negatively impact daily life by causing stress, anxiety, and delaying work. The document suggests stopping superstitious beliefs and putting faith only in Allah.
The narrator describes how it was a day in October when the sun began to fade and winter broke summer's promise, as the rain came falling down and someone claimed to see the bogeyman in town. Mickey tells his mother that Linda is pregnant, and when she asks if he loves her and when the wedding will be, he responds that they were thinking about a month, before Christmas.
The document is a collection of song lyrics and dialogue from the musical "Blood Brothers" that tell the story of Mickey and Linda. The lyrics describe the dreams of a woman who longs to break free from her role as a mother. Linda calls the councilor's office looking for Eddie Lyons as Mrs. Johnstone warns Linda that Mickey has a gun. The town is in danger as the lyrics describe a madman on the loose who is out to shoot someone down.
Mickey finds out from his mother that he had a twin brother who was given away at birth because his mother could not afford to keep both boys. His mother gave one of the twins to a woman who could not have children. Upon learning this, Mickey becomes upset and questions why he was not the one who was given away. The narrator then tells the story of the Johnstone twins, who were as alike as two new pins but one was kept while the other was given away, and how they were both born and died on the same day.
This document provides a framework for analyzing single texts. It summarizes a poem from 1722 about the death of John Churchill, the Duke of Marlborough, who was a political enemy of the poet Jonathan Swift. The summary identifies several elements of the poem's structure, form, narrative stance, grammar, sentence structure, lexis and imagery, phonology and sound patterning that are used to mock and poke fun at the Duke's death. These elements include the rhyme scheme, enjambment, third person point of view, incorrect grammar, war lexis, rhetorical questions, and iambic tetrameter meter.
1. Children are playing make-believe games like gangsters, cowboys, Indians, and a bomb-wielding professor.
2. In their games, characters pretend to shoot or threaten each other but remind each other that it's just pretend by saying they can get up after counting to ten if they cross their fingers.
3. The children conclude by reiterating that their games don't really matter and it's all in fun.
Edward expresses his love for Linda by saying that if he was in another man's shoes, he would proclaim his love for her publicly and bring her flowers. He says that if he was the other man, he would tell Linda that he loves her and that he thinks of her every day, even if they had to live apart. However, Edward is not saying any of this directly to Linda himself. When Linda asks him what he means, Edward responds by saying "Mickey."
Blood Brothers: The Devil's Got Your NumberEmma Sinclair
Mrs. Johnstone and Mrs. Lyons have an unequal power dynamic that reflects their different social classes. Mrs. Lyons manipulates Mrs. Johnstone, who is superstitious and believes in fate. The narrator observes their interaction and comments on Mrs. Johnstone's belief that "the devil's got your number", meaning bad things are inevitable.
Mrs. Johnstone announces to her family that they are moving away from their current home to start over somewhere new with no reputation following them. She tells the children that where they're moving to has clean air, a big garden, and room for the kids to play. All of the neighbors mock and insult the Johnstone family as "riff raff" and "scum" as they celebrate the family leaving what they view as an undesirable place. Mrs. Johnstone expresses her optimism about their new beginning and hopes they can now live happily in their new home and situation.
A handy infographic courtesy of Burnt Tree Van Hire, showing all the various road speed regulations depending on the type of vehicle you're driving - http://www.burnt-tree.co.uk
This lesson plan is for a 10th grade English class with 34 students. The learning goal is for students to be able to compare two poems using language structure. Students will fill out a comparison table about the poems "A Wife in London" and "Dulce et Decorum Est" focusing on content, structure, sentence structure, lexis, phonology, and orthography. Formative assessment includes teacher questioning, discussing the comparison table, and giving tips on transitional words and paragraph structure. Students will work in pairs to fill out the table with teacher support and feedback.
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
Mrs. Johnstone sings "Easy Terms" to her babies, using the phrase as a play on words to mean being close to someone while also alluding to her debt that will never be fully paid off. She explains that "living on the never-never" refers to living on loans that will never be repaid, as she owes debts to both Mrs. Lyons and her other creditors that she must pay off over an extended period of time. The song highlights the power imbalance between Mrs. Johnstone and Mrs. Lyons as the former relies on the latter for financial support through long-term credit.
This document provides context and notes about J.B. Priestley's play "An Inspector Calls". It includes notes from the director, descriptions of the characters, a summary of the plot, and discussion of themes like social class and responsibility. The play examines the responsibility of a wealthy family after a surprise visit from an inspector investigating the suicide of a young working-class woman named Eva Smith. Each family member is found to have played a small role in the events that led to her death.
I have made another educational power point with even more slides to help students with their English literature exams coming up soon. This is based on An Inspector Calls which is a play written in 1945 made by Priestly. I hope you enjoy and learn, please follow and like to discover more power points. Thank you! (Reference: Bitesize: English literature)
~ Suzan G
(Info is from Bitesize, I don't own it)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
J.B. Priestley's play "An Inspector Calls" examines social responsibility through the story of Eva Smith's death. Each member of the upper-class Birling family contributed in some way to Eva's downward spiral, whether it was Mr. Birling firing her, Sheila firing her from another job, Eric impregnating and abandoning her, or Gerald having an affair with her. By the end, the family realizes how their individual actions impacted Eva's life but Mr. Birling refuses to accept responsibility. The play leaves the audience contemplating their own social responsibilities.
The summary provides the essential details of the play "An Inspector Calls" in 3 concise sentences:
The Birling family's dinner party is interrupted by an inspector investigating the suicide of a young woman named Eva Smith. The inspector questions each family member and Gerald, revealing that they each played a role in Eva's downward spiral by firing her from their jobs and refusing her aid. Though the inspector's identity is later doubted, a real police call confirms a woman has just died, tying the story together.
The document provides character summaries for the main characters in J.B. Priestley's play An Inspector Calls:
1) Arthur Birling is a wealthy businessman who believes himself above the law as a former magistrate. He is unaware of how his actions affect others and has unrealistic views about social and economic issues.
2) Sybil Birling is a snobbish woman who looks down on those less wealthy. She is a hypocrite who judges others more harshly than her own family.
3) Sheila Birling realizes the tragedy of Eva Smith's story most quickly. She feels responsible for Eva's firing and tries to get the others to acknowledge their faults.
4) Eric Birling is portrayed
This document summarizes key themes and passages from the play An Inspector Calls by J.B. Priestley. It explores themes of social responsibility, age, gender, and class through examples of how different characters demonstrate varying levels of responsibility and hold stereotypical views according to their age, gender and social class. Younger characters Eric and Sheila feel more responsible compared to the older Birlings. Mr. Birling and Gerald have patronizing views of women, while Mrs. Birling fails to empathize with another woman. The document also examines attitudes towards the working class, with Mr. Birling feeling he must come down "sharply" on working people.
This document provides context and key quotations from An Inspector Calls relating to the roles and treatment of women, characters such as Sheila Birling and Gerald Croft, and the setting in pre-World War 1 Britain. It describes how women had few rights and opportunities at the time, and how characters like Eva Smith and Daisy Renton were used and discarded by the wealthy upper classes represented by the Birlings and Gerald. Quotations show Sheila maturing and realizing her role in Eva's death, while Gerald hides his feelings but felt genuine sorrow for Daisy. The document also establishes the play's 1912 setting before the wars through quotes like Mr. Birling mentioning the Titanic.
The document provides an analysis of J.B. Priestley's play "An Inspector Calls" and the character of Inspector Goole. It discusses how Priestley uses the Inspector to convey socialist messages and hold the other characters accountable. The Inspector methodically interrogates each character to reveal their roles in the death of a young woman, challenging their capitalist views of individual responsibility. Priestley aims to show that society should practice social responsibility through the Inspector's closing speech about how "we are members of one body, we are responsible for each other."
1. An inspector arrives at the Birling house to question them about the suicide of a young woman named Eva Smith.
2. It is revealed that each member of the Birling family played a part in Eva's downward spiral: Mr. Birling had her fired from her factory job, Sheila got her fired from another job out of jealousy, Gerald had an affair with her, Mrs. Birling refused to help her when she was pregnant and seeking aid, and Eric was revealed to have gotten Eva pregnant and stolen money to help support her.
3. At the end of the play, the family receives a phone call informing them that a real young woman has just died by suicide in the same way, calling
This document provides context and summaries of characters and plot points from J.B. Priestley's play An Inspector Calls. The play is set in 1912 and tells the story of the Birling family, a wealthy industrialist family, who are visited one evening by an inspector investigating the suicide of a young working-class woman named Eva Smith. Through his interrogation of the various family members and their fiancé Gerald Croft, it is revealed that each person's individual actions contributed to Eva's downward spiral and eventual death. The document analyzes the characters, their roles and evolution over the course of the play, as well as Priestley's intentions and themes regarding social responsibility.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - HK1 (C...
Blood brothers for Edexcel
1. Moderators rep
explore character in 3 specific scenes, explore language in detail, no long cultural
social intro, allow ‘up to’ 4 hours, justify teacher marks with annotations,
3. Mrs Johnston
Act 1
• Mrs Johnstone’s life/background up to the start of the narrative (‘Marilyn Monroe 1’), pp.5–7
• Mrs Johnstone tells Mrs Lyons she’s having another baby, p.8
• Her reaction to finding creditors removing goods from the house (‘Living on the Never Never’), p.14
• Mrs Lyons ‘buys off’ Mrs Johnstone, pp.18–19
• Mrs Johnstone’s attitude to other ‘rough’ families, p.20
• Eddie tells Mrs J his family are moving away, pp.39–40
• Her feelings about moving to the country, p.44
Act 2
• Mrs J ‘hustles’ Mickey to the bus stop, pp.48–9
• Mickey and Eddie go to the cinema, pp.57–9
• Mrs Lyons visits Mrs J and threatens her, pp.59–60
• Mickey tells Mrs J that Linda’s pregnant and they are getting married, p.67
• Mrs J’s singing of ‘Marilyn Monroe 3’ (is she part of, or observing, the action?), pp.74–5 and ‘A Light Romance’,
pp.77–8
• The council chamber (‘Tell Me It’s Not True’), pp.81–2
Mrs Lyons
Act 1
• Mrs Lyons asks Mrs Johnstone to give her one of the twins, pp.10–13
• Mrs Lyons ‘buys off’ Mrs Johnstone, pp.18–19
• She tries to control who Edward is friends with, pp.28–9
• She panics when she thinks Edward has gone missing, p.35
Act 2
• Mrs Lyons teaches ‘Edward’ to ballroom-dance, p.47
• She sees Eddie’s locket, pp.52–3
• She threatens Mrs Johnstone, pp.59–60
• She shows Mickey Eddie and Linda together, p.79
http://web.brimsham.com/page_viewer.asp?page=Blood+Brothers&pid=409
4. Youtube Clips
Part 1
Beginning
Part 2
P12 Mothers prep for false preg.
Part 3
P21 Mickey + Edward meet
Part 4
P32 Mickey says the F word
Part 5
P40 M + E say goodbye
Part 6
(A2) P46 New house
Part 7
P55 M + E compare each other
Part 8
P63 Just 17,18
Part 9
P71 Grow up Eddie
Part 10 P78 Eddie and Linda romance
P12 end of ‘My Child’ song
P21 Mickey told off for playing at posh end
P31 ‘Cross your fingers’ kids play
P40 Eddy says goodbye to Mrs J
P45 J’s move house
P54 M + L trying to get it on
P63 Just 15
P71 I’ve got lots of money
P77 The girl inside Linda (drugs)
P83 Superstition or class (End)
5. Sound
Characterisation - The Inspector
In An Inspector Calls the main character is Inspector Goole. He is a mysterious
character who comes to ask about a girls death. The Inspector arrives when Mr
Birling is talking to Eric and Gerald about business and the country and how
everybody has ‘to look after himself’ and not worry about everybody else. Goole
also sounds like ghoul which is a ghost. At the end of the play he disappears like a
ghost.
The Inspector is described in the play as an older man ‘man in his fifties’ it also
quotes that ‘he creates an impression of massiveness, solidity and purposefulness.’
This shows that he is an important character.
The Inspector pretends to be a policeman and sometimes he speaks like a
policeman ‘It’s my duty to ask questions’ but he does not always speak like a
policeman, ‘There are millions and millions and millions of Eva Smiths and John
Smiths’. Mrs Birling does not trust him and gets very angry with him. he has Eva
Smiths diary which helps him ask the questions.
The Inspector explains that Eva Smith/Daisy Renton killed herself with
‘disinfectant’ because of the way people had treated her getting her fired or
making her pregnent.
Firstly he questions Mr Birling about firing Eva from his factory because she wanted
more money and went on strike. Mr Birling did not feel responsible for her death in
a quote he says ‘I can’t accept any responsibility’. The Inspector tells him he has
to.
The Inspector then moves on to Sheila, who got her sacked from ‘Milwards’
because Sheila thought Eva was laughing at her. Unlike Mr Birling the Inspector
makes her feel guilty about what she did. The Inspector is the voice of authority
getting the other characters to think about what they have done. He knows the
history of Eva Smith and the Birlings involvement in it, even though she died only
hours ago.
The next person he speaks to is Gerald who had an affair with Daisy and let her
stay in a friends house. He saved her from ‘Alderman Megarty’ who was trying to
pick her up in a bar. Gerald tells the Inspector that he felt sorry for her. It says in
the text ‘I was sorry for her.’ The Inspector is not so tough on Gerald because
Gerald is more honest.
The Inspector then interviews Mrs Birling. In the play she is a ‘cold woman’ and
she is a snob. She is rude to the Inspector and does not want to speak to him as she
thinks she is to important. When he asks her questions she says in the play ‘what
business is it of yours?’ and says the girl was to blame for killing herself ‘had only
herself to blame.’ She is always on about responsibility. The Inspector challenges
Mrs Birling, ‘Remember what you did Mrs Birling.’
The last person the Inspector talks to is Eric the son of Mr and Mrs Birling who met
Daisy in a bar and went back to her flat where he raped her. The way the
Inspector asks eric questions is not as aggressive as the questions he asks Mrs
Birling. Eric is more sorry for what he has done because he tried to help her by
stealing money from his dad.
His final speech is like a politician. This is when Priestly uses the Inspector to give
his message. He leaves the family with a message. A quotation that shows this is
‘We are responsible for each other’ and warns them of the ‘fire and blood and
anguish’ this shows what they will get if they do not listen to what he has said to
them.
The Inspector is obviously in a great hurry at the end of the play it says in the text
‘I haven't much time.’ He leaves the other characters standing or sitting in silence
because they are shocked.
At the end of the play The Inspector has managed to change the way Eric and
Sheila think but not Mr and Mrs Birling who are still selfish and worried about
themselves.
The Inspector is an important character as he tries to teach people a lesson about
how we should behave. We must consider other people we meet and not treat
them badly and be selfish. As an inspector he inspects the way the family have
behaved to Eva. After he leaves like a ghost the Birlings find out a real inspector is
soon arriving.
Commentary
The candidate has shown sound understanding of the character of Inspector Goole
and selected textual details that are relevant.
Although the essay follows a chronological account of the Inspector’s encounters
with other characters, there are valid comments made on what impact he has on
particular characters.
The essay concludes with a neat summary of how the Inspector has managed to
change Eric and Sheila, but not Mr and Mrs Birling, and why he is an important
character.
AO1 : A mark of 10 in the middle of Band 3 is appropriate.
QWC is appropriate to the given Band.
6. Thorough and sustained
Characterisation
‘An Inspector Calls’ by J.B.Priestley is set in 1912 and focuses around the Birling
family. It is based in the fictional industrial city of Brumley. Mr Birling is a wealthy
and successful business man, who has made a name for himself in the local
community. His wife is also a prominent figure, who is a ‘prominent member – of
the Brumley Women’s Charity Organization.’ Suggesting she is a respected woman
who has a caring side, however the audience later find out that her position is to
make her look good and have control within the local community.
In the stage directions, Mrs Birling is initially described as a ‘rather cold woman
and her husband’s social superior’ and Priestley conveys her as an unsympathetic
character and out of touch with reality. She is portrayed as a snob and even
corrects her husband when he complements the cook ‘(reproachfully) Arthur,
you’re not supposed to say such things.’ Her attitude to hearing the news of the
death was that, because Eva/daisy was not from their class, she should not deserve
help, ‘A girl in her position.’ The irony used by Priestley to illustrate how Mrs
Birling is influenced by social status is conveyed by her refusing to help Daisy
Renton as she ‘didn’t like her manner.’ A charity should be caring for everyone,
not judge people.
Her lack of understanding is also shown towards her family, she still addresses her
daughter as a ‘child’ and refuses to accept that Eric is a heavy drinker ‘no of
course not. He’s only a boy.’ When the truth is revealed she cannot believe it and
is ‘staggered’ asking Gerald ‘you know him, Gerald – and you’re a man – you must
know it isn’t true.’ She tries to control her children by telling them to ‘be quiet.’
The overall impression you get of Mrs Birling is of a domineering woman, who does
not like to be dominated or challenged by the Inspector. She continually tries to
stand up to him, refusing to answer questions or even look at the photograph, ‘I
don’t see any particular reason why I should.’
She tries to control the Inspector and bring his investigation to an end ‘I think
we’ve just about come to an end of this wretched business.’ Even though she is the
wife and socially subservient to her husband during this time period, she comes
across as the more controlling character.
Mrs Birling was the last person to see Eva Smith alive: Eva went in desperation to
the charitable committee that she chaired, having nowhere else to turn. Mrs
Birling admits that she ‘prejudiced’ the committee to turn down her application for
help, leaving Eva Smith no real option but to commit suicide. Mrs Birling feels no
guilt for what she did, telling the Inspector, ‘In the circumstances I think I was
justified.’ Yet she cannot be held solely responsible for Eva’s death, because of the
whole ‘chain of events’ that led to her meeting with Eva. As the Inspector
forcefully tells the family just before he leaves ‘Each of you helped kill her.’
Mrs Birling herself reminds Mr Birling of his role in the tragedy:
‘Please remember that before you start accusing me of anything again that it
wasn’t I who had her turned out of her employment – which probably began it.’ She
refuses to see how her actions had anything to do with Eva’s death as ‘she had only
herself to blame.’ She also suggests that it is the father of the child that is
responsible ‘Go look for the father of the child. It’s his responsibility.’
Throughout the whole play she remains untouched by the Inspector’s questioning.
It is only when she realises Eric was the father of the baby and that her actions
have caused the death of her grandchild that she begins to show any signs of
distress ‘But surely… I mean… it’s ridiculous…’ and she becomes ‘agitated’.
Every time Mrs Birling is challenged by the Inspector she reacts in a very defensive
manner, blaming everyone except herself. When it is mentioned that Eva was
pregnant, she claims that the father ‘ should be made an example of…he ought to
be dealt with very severely’ and she defensively adds that ‘It wasn’t I who had her
turned out of her employment.’
Mr and Mrs Birling usually maintained a united front, however she must feel under
a lot of pressure to speak to her husband so bitterly. Mrs Birling is right when she
accuses her husband of starting the whole ‘sorry business’ as the sacking of Eva
was the first step on the road to her death. When he first fired her, for asking for
a modest rise, Eva, according to the Inspector, ‘was feeling desperate.’ She had
little money, no work and few friends; had she kept her job, all would have been
well. Mr Birling, though, like his wife, feels no remorse and states ‘I was quite
justified.'
In Act 3, after the Inspector has left, she returns to her domineering self and is
proud that she ‘was the only one of you who didn’t give in to him’ straight away
she takes the control and her husband agrees with her ‘You’re absolutely right, my
dear.’ Her reaction following Gerald’s news that the Inspector did not exist is one
of triumph ‘Didn’t I tell you… I couldn’t imagine a real police Inspector talking like
that’ immediately she forgets the death of Daisy and is happy to go back to the
way things were before. She even thinks the whole affair is a joke ‘in the morning
they’ll be as amused as we are.’
Mrs Birling tries to remain untouched by the tragedy that occurs within the play.
She wants to maintain the respectable and wealthy woman in society image, who
like her husband is more concerned with how it will affect them, not how it has
affected others, despite the Inspector’s comments that ‘we are all responsible’ for
each other, Mrs Birling remains unaffected at the end of the play.
Commentary
The student has produced a secure and confidently written essay. The writing
illustrates a thorough knowledge of the entire play and the student has made
reference to the characters from all 3 Acts. Mention is also made to stage
directions to show an awareness of writer’s craft.
Although the textual references made throughout the essay support the perceptive
points being made, more succinct textual referencing would improve the response
.
AO1 : A mark of 18 in the middle of Band 5 is appropriate.
QWC is appropriate to the given Band.
8. DO IT NOW…
Write down 3 superstitions you know of
Example – Don’t walk under a ladder
9. Introducing the play
LO: 1 – To understand layers of meaning in the title
2 – To understand the learning objectives
Layers of meaning – if we look under the surface,
what do we associate with these words?
Blood
Brothers
10. LO:
1 – To understand layers of meaning in the title
13. LO:
1 – To understand layers of meaning in the title
14. We will be studying a play by Willy Russell called
Blood Brothers
We will be looking at
Plot
Characters
Setting
Themes
Writer
In your planners, write down the name of the play and
the elements we will be exploring.
Homework – include all the above elements and create
a fact file on the play.
15. The Aos: Respond to texts critically and imaginatively;
select and evaluate relevant textual detail to
illustrate and support interpretations
Use the dictionaries and
the thesauri to prepare a
presentation on your given
word from above
16. LO:
1 – To understand layers of meaning in the title
18. DO IT NOW…
List 5 superstitions
- What types of people might believe in
superstition?
- Why might they believe in them?
- Which of the two mothers do you think will
be superstitious?
19. LO: to understand how Russell uses song and the
narrator to shape our response
20. Reserve a page in your books to collect information on
the two mothers. As you learn something new, record
it. Record page numbers where you picked up info from.
21. Copy the question into your books:
TASK
Explore the ways in which an
important character is developed
in the drama
Use evidence to support your
answer.
Stick in the mark scheme
23. Dramatic Devices
Motif - any recurring element in a story that has symbolic significance (Marilyn Monroe,
guns, dancing...)
Prologue – the introduction to a play (sets the scene)
Narrator – tells the story and often comments on characters and events, knows how it will
end
Songs – often reflect a character’s thoughts – which character sings?
Stage directions – setting, where a character is, what they are doing
Dialogue – what they say
Monologue – when a character talks to himself (reveals their thoughts)
Contrasts – opposites
Parallels – characters, events are similar
Juxtaposition – placing of scenes next to each other (look for ones for effect- change from
one house to the next...)
Setting – the class divide
Pace – the speed things happen (the play quickens near the end as if speeding through the
story)
Use of rhyme – in songs, prologue, the narrator – used for effect
Language – look for metaphors etc.
24. Read to page 12 My Child song.
Pairs/Groups
1
Look at the first song Mrs J sings
How does this song shape our response to her?
2
Describe the relationship between the mothers
at this point
Why do the mothers share the song?
3
What is the role of the narrator?
How does Russell use the narrator to present
the mothers to the audience in the opening?
25. Independent
Choose a mother and write a paragraph from paired
discussion
LO: to understand how Russell uses song and the narrator to shape our response
27. DO IT NOW…
What words/ideas do you associate with ‘evaluate’
and ‘tragedy’?
evaluate
tragedy
28. LO: to know how to use inference to evaluate our
evidence
29. • She’s got a lot on her plate • She’s going to do something wicked
• From Narrator we learn ‘so cruel… stone in place of her
• From stage directions we
heart’
learn ‘back to the
• Wonder if she realises because she is preoccupied.
audience’
Furthermore, the narrator has presented this information
• She’s preoccupied with
as rhetorical question which makes the reader suspicious
something, attention
that he isn’t stating facts. Finally, he asks us to ‘judge for
elsewhere and misses
yourselves’ and the audience might understand/be
important events
hooked by the enigma; thinking that she may not be as
wicked as we are led to believe
1 - What band are these two students working at?
2 - What was the question that generated these answers?
30. TASK
Explore the ways in which an important character is developed in the drama
Use evidence to support your answer.
What impression do we get of Mrs Johnston at this point in the play?
Point: Give your opinion (Answer the question in one sentence)
Evidence: Use words and short phrases to support your opinion + identify devices
Explain/Evaluate: Explain how your evidence supports your point
• She’s got a lot on her plate
• From stage directions we learn
‘back to the audience’
• She’s preoccupied with
something, attention elsewhere
and misses important events
*Enigma – mysterious/difficult to understand
• She’s going to do something wicked
• From Narrator we learn ‘so cruel… stone in place
of her heart’
• Wonder if she realises because she is preoccupied.
Furthermore, the narrator has presented this
information as rhetorical question which makes
the reader suspicious that he isn’t stating facts.
Finally, he asks us to ‘judge for yourselves’ and the
audience might understand/be hooked by the
*enigma; thinking that she may not be as wicked
as we are led to believe
31. Motif - any recurring element in a story that has symbolic significance (Marilyn Monroe,
guns, dancing...)
Prologue – the introduction to a play (sets the scene)
Narrator – tells the story and often comments on characters and events, knows how it will
end
Songs – often reflect a character’s thoughts – which character sings?
Stage directions – setting, where a character is, what they are doing
Dialogue – what they say
Monologue – when a character talks to himself (reveals their thoughts)
Contrasts – opposites
Parallels – characters, events are similar
Juxtaposition – placing of scenes next to each other (look for ones for effect- change from
one house to the next...)
Setting – the class divide
Pace – the speed things happen (the play quickens near the end as if speeding through the
story)
Use of rhyme – in songs, prologue, the narrator – used for effect
Language – look for metaphors etc.
32. Read play to pg 19 up to Narrator’s song Shoes upon the Table
How do we feel about Mrs Johnston when she explains the missing twin to her family?
P: State your opinion – How do we feel about her?
Ev: Support with relevant evidence (device and quote)
Ex: Evaluate your evidence – Why do we feel this way about her now?
What motivates Mrs Lyons to sack the mother? What is she thinking but what does she
say?
P: State your opinion - What is motivating her?
Ev: Support with relevant evidence (device and quote)
Ex: Evaluate the evidence – How do we feel about her actions?
How does Mrs Lyons manipulate Mrs Johnston into not telling anyone what has
happened?
P: State your opinion – How does she manipulate Mrs J.
Ev: Support with relevant evidence (device and quote)
Ex: Evaluate the evidence – How is this an effective way to manipulate Mrs J.
33. In what ways are the mothers’ lives shaped by events
outside their control?
35. Add 3 words, to describe each of the mothers, to the
tables in your books. And descriptions they share?
Mrs Johnston
Both
Mrs Lyons
Prepare to support with evidence from the play
36. LO: To write PEE paragraphs, that meet the assessment
objectives, to explore the mothers’ reactions to the
others’ son.
Prediction – In pairs, discuss:
How will Mrs Lyons react to Mickey?
How will Mrs Johnston react to Eddie?
37. When reading P19 – 34:
Record quotes from the meeting between Mrs L and M
And, from the meeting between Mrs J and E
To hit ‘Band 5 – Perceptive…’
you will need to show you are!
38. P 26-27 - PEE – How does
Mrs J react to meeting
Eddie?
P: Mrs Johnston seems shocked
and then scared when she finds
out Mickey and Eddie have been
playing together
Ev: The writer exaggerates her
shock by Mickey’s dialogue; he
innocently introduces Eddie as
‘my brother’
Ex: The irony is that, although
Mickey doesn’t know it, they are
brothers and Mrs Johnston might
have feared for a moment that
the secret was out.
EV: When she says ‘Does your
mother know..’,
Ex: She is showing she understands
Mrs Lyons would not be happy; the
threat of upsetting her raises the
fear of superstition and the pact
they made when she swore on the
bible.
39. 1 - Use your own evidence
(and/or evidence from P 2829) to explore how Mrs
Lyons reacts when she
meets Mickey (PEE)
2 – On P34, through the use of
narrator and song, what does
the writer suggest about Mrs
Lyons’ state of mind; She’s well
educated so why would she be
affected by superstition?
40. LO: To write PEE paragraphs, that meet the assessment
objectives, to explore the mothers’ reactions to the
others’ son.
H/W - Watch Youtube! Blood Brothers Part 1 to Part 10
42. DO IT NOW…
Put into order, from ‘strongly agree’ to ‘strongly disagree’
Blood Brothers is about:
• How hard life was in 1980s Liverpool
• The contrasts between a working-class and a rich
woman
• How the class system affects people’s life chances
• How superstition governs our lives
• Raising children
• The role of women in society
43. LO: To understand how the writer creates characters
to reflect his own ideas
44. How many of these words can you use in a single,
accurate sentence about the mothers in Blood Brothers?
Common bond
Vicious
Distraught
Secret
Weakness
Burden
Tragedy
Love of children Beyond reason
Grief
Class
Strength
Crave
Disappointmen
t
Makes mistakes
Madness
Pain
Status
Balance
Resilient
Fear
Desperate
Equaliser
Sanity
Superstition
Equality
Education
Ignorance
Jealousy
Protecting
Corrupting
Grinding
poverty
Wealth
Opportunity
Contrasts
Guilt
Truth
Betrayal
Trapped
Honesty
Optimistic
Inevitable
45. Take notes on the mothers when reading P34 – 45
How does the writer contrast the experiences of the two
mothers?
• What are the parallels that happen in this section?
• How do they happen differently?
• What is the writer saying about the effects of class/superstitious
belief?
•
•
The policeman’s attitude towards the two families
The mothers’ reactions to their new homes.
46. Now, make a point about the writer’s ideas using words
from table. Back them up with evidence and explain your
evidence.
Common
bond
Vicious
Distraught
Secret
Weakness
Burden
Tragedy
Love of
children
Beyond
reason
Grief
Class
Strength
Crave
Disappointme
nt
Makes
mistakes
Madness
Pain
Status
Balance
Resilient
Fear
Desperate
Equaliser
Sanity
Superstition
Equality
Education
Ignorance
Jealousy
Protecting
Corrupting
Grinding
poverty
Wealth
Opportunity
Contrasts
Guilt
Truth
Betrayal
Trapped
Honesty
Optimistic
Inevitable
47. LO: To understand how the writer creates characters
to reflect his own ideas
How many of the 10 Youtube clips have you watched so far?
49. DO IT NOW…
Write one short sentence for each of the 5 key points of
the narrative structure
1 – Equilibrium (what life is like at the opening of the play)
2 – Development (what we learn about characters/setting)
3 – Complication(s) (tension/problems that build up)
4 – Climax (the height of tension)
5 – New equilibrium (what life is like at the end of the play)
You may have to predict if you haven’t finished watching.
50. LO: To understand how the structure of the play
shapes our response to the mothers
51. When reading P45-67, take notes on the
relationships Mrs J and Mrs L have with their own
sons.
52. In pairs, give a rating of 1 to 10 where 10 is high and explain at
which point in the play you are linking it to:
Mrs Lyons is a victim
Mrs Johnston is a victim
Mrs Lyons is jealous
Mrs Johnston is jealous
Mrs Lyons behaves appallingly
Mrs Johnston behaves appallingly
Mrs Lyons is the cause of conflict
Mrs Johnston is the cause of conflict
Mrs Lyons is brave
Mrs Johnston is brave
53. With evidence, bullet point/mind map the changing
impressions of ONE of the mothers throughout the
play. How do the audience react at different points?
1 – What is happening at that point?
2 – What is the impression of the mother?
3 – How do the audience react (thoughts/feelings)?
54. LO: To understand how the structure of the play
shapes our response to the mothers
58. When reading P68 – end, record what roles the mothers
play in the conclusion of the play
59. The ingredients for the end of the play are
A narrator
A question
A mother (only one)
A song
An old movie
1 - What was the writer’s intention(s)?
2 - What is your personal response to the
narrator’s question?
62. DO IT NOW…
Skim read this model answer… Same question, different novel
Characterisation
‘An Inspector Calls’ by J.B.Priestley is set in 1912 and focuses around the Birling
family. It is based in the fictional industrial city of Brumley. Mr Birling is a wealthy
and successful business man, who has made a name for himself in the local
community. His wife is also a prominent figure, who is a ‘prominent member – of
the Brumley Women’s Charity Organization.’ Suggesting she is a respected woman
who has a caring side, however the audience later find out that her position is to
make her look good and have control within the local community.
In the stage directions, Mrs Birling is initially described as a ‘rather cold woman
and her husband’s social superior’ and Priestley conveys her as an unsympathetic
character and out of touch with reality. She is portrayed as a snob and even
corrects her husband when he complements the cook ‘(reproachfully) Arthur,
you’re not supposed to say such things.’ Her attitude to hearing the news of the
death was that, because Eva/daisy was not from their class, she should not deserve
help, ‘A girl in her position.’ The irony used by Priestley to illustrate how Mrs
Birling is influenced by social status is conveyed by her refusing to help Daisy
Renton as she ‘didn’t like her manner.’ A charity should be caring for everyone,
not judge people.
Her lack of understanding is also shown towards her family, she still addresses her
daughter as a ‘child’ and refuses to accept that Eric is a heavy drinker ‘no of
course not. He’s only a boy.’ When the truth is revealed she cannot believe it and
is ‘staggered’ asking Gerald ‘you know him, Gerald – and you’re a man – you must
know it isn’t true.’ She tries to control her children by telling them to ‘be quiet.’
The overall impression you get of Mrs Birling is of a domineering woman, who does
not like to be dominated or challenged by the Inspector. She continually tries to
stand up to him, refusing to answer questions or even look at the photograph, ‘I
don’t see any particular reason why I should.’
She tries to control the Inspector and bring his investigation to an end ‘I think
we’ve just about come to an end of this wretched business.’ Even though she is the
wife and socially subservient to her husband during this time period, she comes
across as the more controlling character.
Mrs Birling was the last person to see Eva Smith alive: Eva went in desperation to
the charitable committee that she chaired, having nowhere else to turn. Mrs
Birling admits that she ‘prejudiced’ the committee to turn down her application for
help, leaving Eva Smith no real option but to commit suicide. Mrs Birling feels no
guilt for what she did, telling the Inspector, ‘In the circumstances I think I was
justified.’ Yet she cannot be held solely responsible for Eva’s death, because of the
whole ‘chain of events’ that led to her meeting with Eva. As the Inspector
forcefully tells the family just before he leaves ‘Each of you helped kill her.’
Mrs Birling herself reminds Mr Birling of his role in the tragedy:
‘Please remember that before you start accusing me of anything again that it
wasn’t I who had her turned out of her employment – which probably began it.’ She
refuses to see how her actions had anything to do with Eva’s death as ‘she had only
herself to blame.’ She also suggests that it is the father of the child that is
responsible ‘Go look for the father of the child. It’s his responsibility.’
Throughout the whole play she remains untouched by the Inspector’s questioning.
It is only when she realises Eric was the father of the baby and that her actions
have caused the death of her grandchild that she begins to show any signs of
distress ‘But surely… I mean… it’s ridiculous…’ and she becomes ‘agitated’.
Every time Mrs Birling is challenged by the Inspector she reacts in a very defensive
manner, blaming everyone except herself. When it is mentioned that Eva was
pregnant, she claims that the father ‘ should be made an example of…he ought to
be dealt with very severely’ and she defensively adds that ‘It wasn’t I who had her
turned out of her employment.’
Mr and Mrs Birling usually maintained a united front, however she must feel under
a lot of pressure to speak to her husband so bitterly. Mrs Birling is right when she
accuses her husband of starting the whole ‘sorry business’ as the sacking of Eva
was the first step on the road to her death. When he first fired her, for asking for
a modest rise, Eva, according to the Inspector, ‘was feeling desperate.’ She had
little money, no work and few friends; had she kept her job, all would have been
well. Mr Birling, though, like his wife, feels no remorse and states ‘I was quite
justified.'
In Act 3, after the Inspector has left, she returns to her domineering self and is
proud that she ‘was the only one of you who didn’t give in to him’ straight away
she takes the control and her husband agrees with her ‘You’re absolutely right, my
dear.’ Her reaction following Gerald’s news that the Inspector did not exist is one
of triumph ‘Didn’t I tell you… I couldn’t imagine a real police Inspector talking like
that’ immediately she forgets the death of Daisy and is happy to go back to the
way things were before. She even thinks the whole affair is a joke ‘in the morning
they’ll be as amused as we are.’
Mrs Birling tries to remain untouched by the tragedy that occurs within the play.
She wants to maintain the respectable and wealthy woman in society image, who
like her husband is more concerned with how it will affect them, not how it has
affected others, despite the Inspector’s comments that ‘we are all responsible’ for
each other, Mrs Birling remains unaffected at the end of the play.
Commentary
The student has produced a secure and confidently written essay. The writing
illustrates a thorough knowledge of the entire play and the student has made
reference to the characters from all 3 Acts. Mention is also made to stage
directions to show an awareness of writer’s craft.
Although the textual references made throughout the essay support the perceptive
points being made, more succinct textual referencing would improve the response
.
AO1 : A mark of 18 in the middle of Band 5 is appropriate.
QWC is appropriate to the given Band.
63. LO: To understand how to structure my answer
Find evidence to justify the model answer being Band 4
64. Using 3 highlighters, identify where the student
1. Makes a point
2. Uses evidence and/or identifies a device
3. Analyses the evidence
65. How does this student structure his answer?
Write one or two bullet points to explain what he
does in each paragraph
66. Look at the notes you have in your book from the
last 6 lessons.
Using bullet points/a spider diagram, plan an
answer to the task for Blood Brothers:
TASK
Explore the ways in which an important character
is developed in the drama.
Use evidence to support your answer.
69. DO IT NOW… Read and grade this student opening.
(Compare it to the model you were given last lesson)
Blood Brothers is a musical about twins who were separated at
birth. One stays with his birth mother and struggles in a working
class family. The other is given to a rich woman and he has the
privileges of a wealthy upbringing. The twins dies at the end when
they find out they were separated at birth. This makes a superstition
made up by the rich mother, Mrs Lyons, come true.
I will be writing about the ways Mrs Johnston is presented to the
audience.
Willy Russell introduces the character of Mrs Johnstone in the
production note at the start of the play. Although she is not
described, her house . . .
This creates the impression that . . and suggests . . .
When
71. Move this opening – from mediocre to marvellous…
Blood Brothers is a musical about twins who were separated at
birth. One stays with his birth mother and struggles in a working
class family. The other is given to a rich woman and he has the
privileges of a wealthy upbringing. The twins dies at the end when
they find out they were separated at birth. This makes a superstition
made up by the rich mother, Mrs Lyons, come true.
I will be writing about the ways Mrs Johnston/Lyons is presented to
the audience.
Willy Russell introduces the character of Mrs Johnston/Lyons in the
production note at the start of the play. Although she is not
described, her house . . .
This creates the impression that . . and suggests . . .
When
74. DO IT NOW…
Check the content of your opening. Have you used PEE?
• Made some points?
• Used detailed textual evidence?
• Identified effective playwright’s devices?
• Thoroughly evaluated textual evidence and devices?
75. LO: To develop my response using the
assessment criteria
TASK
Explore the ways in which an important character is developed in
the drama. Use evidence to support your answer.