Hello, it's Mrs. Butterworth here and I am ready for our English lesson today and I hope you are too.

Now, in this lesson, we're going to be exploring the different types of context and how to use context effectively in essays.

So are we ready to get started? Great, let's go.

So in this lesson, you will be able to understand what context is and how to include it effectively in your responses.

But before we delve into the lesson, let's look at those all important key words.

These will appear throughout the lesson.

The words are literary, generalisation, ideology, context, and socialism.

So some big interesting words there.

Now, literary means something that is related to written works, especially those with artistic or intellectual value.

So we might think about literary context today.

So as we go through the lesson, you'll have a better understanding of this.

Now, a generalisation is a broad statement or idea that applies to a group of people or things and it's often based on limited evidence.

So actually what we want to do is we want to avoid making generalisations in our essays.

Ideology is a system of ideas, values or beliefs.

Context, very important for today's lesson.

Now, context is not just historical, but all of the background information that could help a reader understand a text.

And then finally, socialism.

Very important when we're thinking about the study of "An Inspector Calls".

Now socialism, which J.

B.

Priestley was a very big supporter of is a political ideology.

So a political belief that believes in equality and shared ownership of resources and production.

So here is the outline of our lesson today.

We're gonna start by considering what is context and then we're going to move on to looking at how we can include meaningful context in paragraphs.

So let's start with that.

What is context? Now, it's important to understand that context does not only refer to historical facts.

So very often we think about context as being historical facts or information about the writer, but it can be so much more than that and we can think about context in four different ways.

So historical is one.

So what was happening at the time the text was written and how may this have influenced the text.

Literary.

So what has influenced the text in terms of style or genre? And does it fit into a particular literary movement? Social.

So social's quite a tricky one, but we're thinking about the shared ideas and values and attitudes of the time.

So what were people's beliefs at the time? What were kind of common ideas and how are these explored in the text? Okay? And then biographical.

How might the life experiences of the writer have influenced the text? Now, I'd like you to discuss thinking about your reading and study of "An Inspector Calls".

What contextual features could you link to "An Inspector Calls"? Okay? So I'd like you to discuss that question.

If you are working alone, you may wish to think quietly to yourself or write down some ideas, but you'll need to pause the video to give yourself time to think about that question.

Off you go.

Okay, so shall we share some answers? Great.

So you may have thought of something similar.

Let's have a look.

So historical, you may have thought about things like the fact it was written in 1945 just after World War II.

And actually this kind of reflects the post-war desire for change, okay? So there was a real sense of, you know, change in 1945 and people wanting things to be differently.

You know, they've lived through these two world wars.

So there was definitely that historical element there.

Literary.

Well "An Inspector Calls" is influenced by social realism and crime dramas, isn't it? It's always like a mixture of the two and the form of the play allows the messages to reach the wider audience because there's this idea of like social realism in Eva's death and the idea of things that happened like the striking.

But there is also this idea of the crime drama.

You know, the inspectors there to solve a crime which creates tension.

So it's.

In terms of like Priestley's message, it is entertaining, but it also has that element of informing the audience or getting the audience to reflect on things.

So it's really interesting there that he uses those literary influences.

Social, so 1912 was a time of class divisions with the upper class maintaining power.

So if we're thinking about attitudes in social context, we'd be thinking about the attitudes towards class.

And then biographical Priestley's experiences of World War I and his commitment to a socialist ideology are all kind of present in the text.

And his upbringing in an industrial town may have influenced his writing.

Okay, so which type of context is missing? We've got historical here, we've got social, we've got biographical.

Which type of context is missing in our grit? Come up with your answer now, please.

Okay, are we ready? And the answer is literary.

Well done to everyone that remembered that.

So what has influenced the text in terms of style or genre and does it fit into a particular literary movement? So I'd like you to discuss here, we've got two paragraphs and in a moment I'm going to ask you if you can identify what type of context is being used.

But shall we read the paragraphs together first? Yeah.

Okay, let's do that.

So first paragraph, "It is perhaps Priestley's upbringing in an industrial town that led to his interest in workers' rights and class inequality.

Mr. Birling's attitude reflects the selfishness of the upper class in 1912.

Priestley contrast this with the inspector's message of social responsibility, encouraging the audience to think about fairness and equality." So now we've read those paragraphs, I'd like you to discuss, please.

Can you identify what type of context is being referred to in these paragraphs? Get ready to discuss.

So you'll need to pause the video and off you go.

Okay, thank you everyone.

So you may have picked up on that first paragraph uses biographical context.

So it is referring to Priestley's life and how this may have influenced his writing.

Now, what do we think about the second paragraph? Yes, so this actually we could say uses both social and historical context.

So either or both of those is fine because this refers to both the time in which the play was set and the attitudes and values of the time.

And this is something to consider with context, it's not always neatly packaged up as this is social context and this is biographical context.

Sometimes there's those overlaps as well.

So like we see here, they've referred to historical context, but they've also included social context in that too because it works really well together.

Okay, so Priestley is influenced by the crime genre.

Which type of context does this sentence refer to? You need to pick A, B, or C now, please.

Okay, so the answer is and well done to everyone that picked C.

It is a literary context 'cause we're referring to genre and particular literary styles.

Okay, so we're at our first practise task.

We have some bullet points here full of contextual information.

And what I would like you to do is I would like you to sort the contextual information into the correct part of the grid.

So make sure you have everything you need to complete this task and you will need to pause the video to sort that contextual information.

Off you go.

Okay, well done everyone.

Hopefully you have a completed grid.

So I have an example here of a completed grid.

Let's just go through this together so you can check your own answers.

So historical, I have put first performed in 1945, set in 1912.

Literary, I've put influenced by social realism and the choice of form is a play.

Social, I've put attitudes towards social responsibility and class inequality.

And biographical, Priestley born 1894, lived through both World Wars and Priestley helped the Labour party win in 1945.

And finally Priestley's support of socialism.

So hopefully you have something similar there.

And just as a final reflection task, I'd just like you to think about this idea of context and do you think that any of the ideas in these boxes overlap? So perhaps there's something in biographical that could also link to social, okay? So pause the video to give yourself time to look at your grids and discuss, do any of the ideas overlap? Off you go.

Okay, so we need to keep up that excellent work because we still have the second part of our lesson.

So now we've considered what context is, we're going to explore what meaningful context looks like in paragraphs and how to include them.

So let's go.

So when writing literature essays, it is important to include context.

It's a great way to demonstrate your understanding and link to a writer's purpose.

However, there are a few key things to consider, okay? So I want us just to think about how can we use context effectively in our written responses.

'Cause there are ways that you can do it that make it much more meaningful and skillful.

So let's think about how we use context effectively in written responses.

So first of all, it needs to be relevant to the point you are making.

It can't just be a fact that you add in 'cause you like the fact, it needs to be relevant to the point you're making or the quote that you are exploring or the part of the play you are exploring or the essay question, for example.

It should develop the comment you are making and not just be an isolated fact.

Avoid generalisations, okay? So we want to be careful about making bold, sweeping statements about context.

You should try to use different types of context which we have explored and it should be woven throughout the paragraph, not just bolted on.

Okay, so let's see how much you remember of that.

True or false context needs to focus on isolated historical facts.

Is that true or is that false? Can I have your answer now, please? Okay, well done to everyone who said false.

Now you need to tell me why that answer is false.

Off you go.

Okay, so here is an answer.

Hopefully you have something similar.

Context needs to be woven throughout the paragraph and refer to other relevant information.

So you don't want it to just be an isolated historical fact or bolted on the end.

It needs to be woven throughout that paragraph.

Okay, so we have an essay question here.

Let's read it through together.

How do Mr and Mrs Birling use their positions of power to avoid taking responsibility for their actions in "An Inspector Calls?" So we have an essay question there.

What I would like you to do is discuss, please, what contextual information could possibly help you answer this question? So as I said earlier, if you're working on your own, you may just wish to think quietly to yourself or write some ideas down.

But you will need to pause the video to ensure you have time to answer the question.

Are we ready to go? Let's go.

Wow, there's some excellent knowledge on "An Inspector Calls" here.

Lots of different ideas about types of contextual information that we could use for this question.

And remember, there isn't one right answer as long as your contextual information is relevant to the points you make, that's what matters.

So there's such a range of things that you can pick from.

So I'm going to show you some examples now just to help you think about what you said.

So you may think about Priestley's socialist views, okay? 1912 attitudes towards class and social responsibility.

I think that's really important, isn't it? When we think about Mr and Mrs Birling's characters.

The rigid class divisions.

Okay, might be an interesting bit of context to put within this and the 1945 audience's post-war desire for societal change.

Now let's look at an example paragraph that uses context.

Let's read it through together first and think about how Laura is using context.

So "Mr. And Mrs. Birling use their positions of power to deflect responsibility for Eva Smith's death.

Mr. Birling dismisses her as wretched and justifies firing her to protect his business.

Mrs. Birling refuses Eva help, even admitting she was prejudiced and blames her for her situation.

Both prioritise their social status over moral responsibility.

Contextually, the play was performed in 1945 when Priestley wanted to highlight issues like the Titanic sinking and advancements in technology." Now, let's look at some feedback that Laura had on this paragraph.

Some of you may have noticed this already.

Now, you can see in green there, the first bit of feedback says the context is bolted on and not woven throughout the paragraph.

And you can see it there at the end, can't you? Contextually the play was performed and actually as I was reading it, you may have noticed that it almost sounded a bit jarring like it was starting a whole new point.

So you can see there that it's not woven throughout.

It doesn't really develop Laura's comment does it? So it doesn't link to what she's saying.

She makes these lovely points about Mr. And Mrs. Birling and power and social responsibility.

But the context at the end doesn't really link to this, does it? It has no relevance.

So it does not develop the comment she's making and it is not relevant to the answer.

And you can almost hear that happening when you are reading that paragraph.

So Laura improves her paragraph.

So in a minute, I'm going to ask you to discuss how Laura has improved her paragraph.

But first, let's read it through together first.

"Priestley establish Mr. And Mrs. Birling as a reflection of the class values and attitudes of 1912.

Mr. Birling dismisses Eva as wretched and justifies firing her to protect his business.

Mrs. Birling refuses Eva help even admitting she was prejudiced and blames her for her situation.

Arguably, Priestley uses the Birlings to critique the selfishness and lack of compassion in the upper classes of Edwardian society, warning against the dangers of ignoring collective responsibility, urging audiences to build a fairer, post-war world." Really great paragraph from Laura there.

So I'd like you to discuss, please.

Thinking about the last paragraph, how has Laura improved her use of context? Okay? Pause the video and get discussing.

Okay, thank you everyone.

Let's just share some feedback.

So you may have noticed that Laura now has woven the context throughout the paragraph.

You can see here how it's highlighted.

She has a little bit of the start and some at the end, but it doesn't have that kind of jarring bolt-on effect that we saw in the last paragraph.

It's also relevant, isn't it? It really adds to the point that she is making.

And what Laura's done really well is that it develops her interpretation.

So it's become part of her analysis because she's linking to Priestley's purpose.

She's thinking about the choices that Priestley has made in reference to the context.

So it's a much better paragraph in terms of use of context, isn't it? Okay, so we have two pupils here.

This time we have Andeep and Sofia.

And in a moment, I'm going to ask you to decide which pupil effectively uses context in their response.

But let's read the responses together first.

So Andeep says, "Mr. Birling describes social responsibility as nonsense.

This shows he represents the opposite of Priestley's views on society." And then Sofia says, "Arguably Mr. Birling embodies the selfishness and complacency of the Edwardian upper class by dismissing social responsibility as nonsense, he reflects the capitalist values Priestley critiques." Okay, so I'd like you to decide now, please, which Pupil Andeep or Sofia, effectively uses context in their paragraph? Come up with your answer now, please.

Okay, here we go.

It's Sofia.

So well done to everyone that noticed it was Sofia.

She weaves it throughout her paragraph.

It's relevant and it avoids making generalisations, doesn't it? Okay, so now it is over to you to complete a task.

So we have an essay question here.

How do Mr. And Mrs. Birling use their positions of power to avoid taking responsibility for their actions in "An Inspector Calls?" And what I would like you to do is I would like you to write your own paragraph in answer to the question and use context in your response, okay? So you can use the below points be.

You can use the points below if you wish.

So I have some ideas here for you.

So you could talk about how Mr. And Mrs. Birling symbolise the selfishness of the Edwardian upper class.

You could include Priestley's belief and support of a socialist ideology.

And finally that it's written in 1945 reflecting post-war anxieties about rebuilding a society based on equality and cooperation.

So there's some ideas there for you to include in your paragraph.

Okay, so are you ready to get writing? Make sure you have what you need to complete this task and then pause the video.

And I can't wait to see what you come up with.

Off you go.

Thank you, everyone.

I really enjoyed seeing how so many of you used lots of different bits of context to make your answer relevant.

Like I said, it isn't about choosing the same piece of context, like everyone will have different things they want to bring to this question.

So it's really lovely to see those different points coming out.

So well done.

So what I would like you to do now is some really important reflections.

So I'd like you to reread your paragraph and self-assess using these questions.

So the questions are, have you selected context relevant to the question? Is the context woven into your response rather than bolted on at the end of the paragraph? Can you identify what type of context you have included, historical, literary, social, or biographical? So pause the video to give yourself time to complete that reflection task.

Off you go.

And that signals the end of the lesson.

Well done, everyone.

I've been so impressed with your knowledge of the text and contextual information, it's really been great to hear.

So we know that context refers to historical, social, literary, and biographical information.

Context should not be presented as isolated facts and we don't do that anymore.

Context should be relevant to the analysis and woven throughout the response.

And finally, context should develop your ideas and give an insight into the writer's purpose and intention.

A very well done, everyone, and I cannot wait to see you all again soon in another English lesson.

I'll see you then.

Bye-bye.