Hello, welcome to the lesson.

Mrs. Butterworth here, and I'm ready to guide you through today's learning, which is all focused on act two, scenes five to six of "Small Island," where we learn that Bernard has returned, which is quite the revelation.

We're also going to be looking at the characters' feelings and emotions, how they're presented, and how Edmundson really effectively uses those stage directions.

So let's get started.

So by the end of the lesson, you'll be able to explain how Edmundson uses the description of characters and settings to explore the key themes in act two, scenes five to six.

So let's look at our key words for today's lesson, and there's some really lovely words in here today.

So we've got bewildered, turmoil, precarious, quintessential, and imagery.

Now, what do these mean? So bewildered is another way to say, to talk about the feelings of being confused or puzzled.

So you may feel bewildered by the task that has been set, or you may feel bewildered by the information you have just received.

Another key word for today's lesson is the idea of turmoil.

Now, turmoil describes a state of anxiety, confusion, or disturbance.

So you may have heard of the term emotional turmoil, and this refers to these feelings.

It can also make you feel uncertain or very up and down.

This kind of emotional turmoil, like you're on an emotional rollercoaster.

Then we have the word precarious.

I love this word.

Now, precarious means that something is not secure or stable.

So we could use the word precarious to describe an object.

So for example, the glasses balanced precariously on the table.

But likewise, we can also use this word to describe a situation.

So if we think about our characters in "Small Island," we could say that Hortense's upbringing was precarious.

Now, we know that Hortense's upbringing was very uncertain, it was very insecure.

So we could talk about Hortense's precarious upbringing.

We also get this lovely word quintessential.

Now, quintessential means the most perfect or typical example of something.

Now, if we're thinking about "Small Island," we get, Gilbert very often describes quintessential images of London.

So he talks about things like red buses, and the Houses of Parliament, and we would consider these quintessential images of London.

They are, we can't help but think of London when we see, when we hear those images.

So that would be described as quintessential.

And then we've got some key subject terminology, so imagery.

So this is where we use words to create a vivid picture for the reader.

So we could talk about Gilbert's quintessential use of London symbols to create imagery.

So the outline of our lesson looks like this.

We're going to begin by reading act two, scenes five to six, and then we're going to move on to explore the dream of England.

So let's start with the first part of our lesson.

So what I would like you to do is think about stage directions.

Now, they reveal a lot about characters' emotions and feelings.

So you're going to need to grab your copy of "Small Island." And what I would like you to do is I'd like you to read the stage directions from the start of both act two, scenes five, and the stage directions from act two, scene six.

And we're gonna focus on the main characters of Bernard, Queenie, Gilbert, and Hortense.

And I would like you please to pick out what are the most important words in these stage directions for these characters and why? So, get those copies of "Small Island" ready to go and find those keywords.

Pause the video, so you've got time to do that now.

Okay, so shall we share our ideas and see if there are any similarities? Okay, let's go.

So let's go through the keywords first, and then we'll think about what they tell us.

So for Bernard, the key words that I have picked are "pale" and "full of emotion." For Queenie, I have picked "small cry," "shock," "tremble." For Gilbert, I picked out "waiting" and "worried." And for Hortense, I picked out "hesitates," "confused" and "panicky." So for me, I felt these were the key words that really describe and focus on those characters.

So what do they tell us? So with Bernard, to these words "pale" and "full of emotion," they really suggest that Bernard is overwhelmed and is affected by his time in the war.

For Queenie, I mean, obviously these words really show Queenie's horror at Bernard's return.

I'm not really sure how else she could react to that.

It's so shocking.

And there is also a sense of fear and an intense mixture of emotions.

So if we think about Queenie's situation, you know, she is pregnant with Michael's child.

She thought Bernard was dead.

There's sort of this fear and confusion around that.

And Gilbert is presented as "waiting" and "worried," and this portrays a feeling of anxiety and concern, and it really reflects Gilbert's situation here, that precarious situation he's constantly in.

And then Hortense reveals a real contrast to the previous scenes where Hortense was seen as headstrong and certain.

Now we see a Hortense who is unsure, scared, and feels bewildered.

What I really love about Edmundson's clever stage directions is not only do they describe how the characters seem physically, so we know that Bernard looks pale, for example, but it also really gives us a good indication of the internal descriptions of our characters.

And this is so skillful in Edmundson's part.

So we see them physically and internally, so we really get a sense of how they're feeling and their emotions.

Now I want you to think about these keywords again.

How do they create connections between the characters and their situations? So what links can you find between the keywords that we just explored? Pause the video and discuss how do they create connections between the characters and their situations? Off you go.

Great.

Yeah, this is really interesting, isn't it? When we look at these words without the characters' names, it really tells us some interesting things.

And what it tells us is how Edmundson reveals the emotional turmoil that connects the characters.

So all of these key characters are really feeling that emotional turmoil.

And those predominant feelings are fear, anxiety, and uncertainty, and these are shared by the characters in response to the reality of their situations.

So Edmundson is really good at drawing these connections between the characters, and sharing their experiences through these descriptions.

Okay, so how much do we remember? In the stage directions, who is described as confused and panicky, A, B, C, or D? Excellent.

Excellent to those of you that picked out Hortense.

That was quite a tricky question, wasn't it? Because a lot of our characters are feeling this, but specifically Edmundson uses those words for Hortense, confused and panicky.

Okay, so these are key words from the stage directions at the beginning of scene six.

So we get these words to describe London, "miserable," "crooked signpost," and "bomb-damaged." Now, focusing on these keywords, I would like you to consider how does Edmundson present London at the start of this scene? So pause the video, so you've got plenty of time to discuss these keywords.

You may just want to think about your answers to yourself.

Pause the video, and off you go.

Great, some excellent discussions there.

And isn't it amazing how much we can say about just a few words? We've got how many words? One, two, three, four, five words on the screen, and they've created this really rich discussion around Edmundson's description.

It's very interesting.

So let's feed back our specific ideas.

So how do these words present London at the start of the scene? So we have got "miserable," suggests that London is dismal.

There's this sense of foreboding.

And it's quite depressing, so we've got those words there.

This "crooked signpost" gives this idea of like a precarious situation.

So the signpost itself is very precarious, so unstable and uncertain, but also perhaps London's situation feels precarious.

And it could suggest that it's run down, it's dilapidated.

And the bomb damage is really significant as well.

So we know that this part of "Small Island" is post World War II, and we still see the legacy of that in the description of language, in the description of London, sorry.

We still see the legacy in that in the description of London, that World War II is still present physically and emotionally.

And then destroyed.

Obviously bomb-damaged really gives us a sense of what England and London specifically looked like post World War II.

So here I have added these emotional words that were used to describe the characters.

So think about the emotional turmoil of the characters.

How is this reflected in the setting and the overall atmosphere? So compare the words to describe the characters to the word to describe the setting.

So you will need to pause the video and discuss your answers or think quietly to yourself.

Some of you may even want to jot down a few ideas.

So pause the video, and off you go.

Great discussions there.

And again, isn't it interesting how these few key words can create such rich and in-depth discussions? It's really fascinating, so thank you for that.

So let's just share some thoughts.

So interestingly, Edmundson reflects the emotional turmoil of the characters in the setting.

You know, the physical description of Bernard shows the impact of war, like the bomb-damaged buildings.

So in the same way that Bernard is feeling pale and overwhelmed, post World War II, London too is feeling bomb-damaged.

So we see the legacy of World War II in both the characters and the setting.

And this crooked signpost reflects the bewildering and precarious positions Hortense and Gilbert find themselves in, Queenie too with the imminent arrival of her child.

So we can see how clever Edmundson is at using setting to reflect the emotional circumstances of our characters.

It's so clever.

And the characters have all been impacted by the reality of war and migration, and this atmosphere of foreboding mirrors the continual sense of disappointment experienced by the characters.

Okay, so which adjective does Edmundson use in the stage directions to describe London, A, B, or C? Yes, well done to everyone that picked up on that specific word, miserable.

Dismal and depressing can be used as synonyms for miserable, but the specific word that Edmundson used is miserable.

Okay, so our first task, and this is over to you to do some independent reading.

So grab your copies of "Small Island," and I'd like you to turn please to act two, scene five, and you will read to the end of scene six.

And as you read, I would like you to answer the following questions, just to help with your understanding.

So, what happens when Bernard returns? Where has Bernard been? Why might Queenie be laughing, but she is also crying? What is Bernard's reaction to Gilbert? What is Hortense wearing and why is this significant? And finally, what happens to Hortense? So you'll need to pause the video to give yourself time to read and consider these questions.

Pause the video now.

Well done for finishing the reading.

That is quite the dramatic revelation, isn't it, when Bernard returns.

I mean, I'm not surprised at Queenie's reaction.

It is such a shock.

So let's just think about that.

What happens when Bernard returns? And where has he been? So Queenie is absolutely horrified, and cannot believe what she's seeing.

It's almost like she's seen a ghost.

And it is revealed that after being in India, he's actually been back in England for four months, checking in on his friend's family.

So we can imagine what this information does to Queenie.

She must be completely confused, shocked, angry, all of the emotions.

And we get this description.

So why might Queenie be laughing but also crying? So like I just said, Bernard's return is a complex moment for Queenie.

So there's this kind of, there may be a sense of relief that he is alive, but equally she could be so angry that he abandoned her.

And likewise, to add another layer to this, she's carrying Michael's baby and this causes a huge problem.

This shows her awareness of the almost ridiculous complexities of the situation.

It's too much for her.

So this laughing is almost a response to this, you know, the ridiculous complexities of her situation.

And what is Bernard's reaction to Gilbert? He is incredibly rude and slams the door in Gilbert's face, and this really reveals Bernard's prejudice attitude.

It's a really horrible moment in the play.

And what is Hortense wearing and why is this significant? So is described as wearing her pristine white coat, hat and gloves, and this outfit, we've seen this before, and it really comes to symbolise Hortense's desperation and efforts to be accepted and fulfil her ambitions.

It's what she arrives in when she comes to England, and really emphasises this importance to her.

And what happens to Hortense? So Hortense learns that she cannot be a teacher without retraining, so all of those dreams of coming to England and becoming a teacher are completely dashed.

And this directly reflects the experiences of Levy's, the original novel writer, her mother's own experience, who also found when she migrated, she too could not just be a teacher.

We have reached the second part of the lesson, and this is called the dream of England.

So let's find out what that's all about.

So we've got some images here, a big red bus, the Houses of Parliament, and Big Ben, and Buckingham Palace.

I'd like you to discuss, please, what do these images represent? And where do they appear in scene six? So pause the video, so you've got lots of time to do this.

Off you go.

Okay, great.

Let's share some answers.

So yes, these symbols are quintessential symbols of London.

So if you remember that key word, they are really like typical images of London.

We see the big red bus and we think of London.

We see the Houses of Parliament, we think of London, and this is what makes them quintessential.

And Gilbert lists these to remind Hortense of their dream and give her hope.

So when Hortense comes out of the education offices and she's feeling really deflated, Gilbert's like, "Let's get on a bus, let's go see the Houses of Parliament," and lists them to remind them of all of these things that they dreamed about.

But what this scene mirrors is his description in act one, scene six, where he also is talking about his dreams of the mother country, and he talks about the Houses of Parliament having dragons and seeming like a fairytale.

So Edmundson uses these quintessential descriptions of London to go hand in hand with the description of their dreams. So Edmundson uses this quintessential imagery to reflect the idealistic view of England shared by Gilbert and Hortense, and it represents their hopes and ambitions.

And we know that the stage directions describe a miserable and bomb-damaged London.

And this reveals that like Hortense and Gilbert's ambitions, this idealistic view is a myth.

Okay, so we have three images here.

Which of these is not an image used in Gilbert's idealistic presentation of London? Yeah, Tower Bridge.

Well done to everyone who noticed.

He does mention the Houses of Parliament and Big Ben, and he does mention the big red London buses.

In scene six, Edmundson includes some minor characters in the stage directions.

So let's read their descriptions together.

"A man, white, passes her, almost bumps into her." So this is in relation to Hortense.

And then we get, "A woman, white, passes by and stares at them.

She tuts as she walks on." So what I would like you to do is I would like you to discuss, what do they represent and why is it significant they don't have names? So pause the video so you can discuss your answers to these questions, or you may wish to think about your answers to yourself.

Off you go.

Excellent.

Some really interesting ideas coming out surrounding those characters.

So let's share some of those ideas now.

So we've got the actions here, "Almost bumps into her," "Stares at them and tuts as she walks on." Now, Edmundson perhaps uses these actions to reflect the racist attitudes prevalent in society at this time, and reveal the experiences of migrants.

So the acts feel kind of quite disapproving, and even a little bit aggressive, you know, almost bumps into her.

So it doesn't feel a particularly nice interaction with these anonymous characters.

And what the characters passing by could perhaps linked to is Levy's initial ideas around the absence of Caribbean voices and narratives in British history.

It's almost as if the unnamed characters do not see Hortense and Gilbert, which also emphasises their ignorance.

Likewise, it is Hortense and Gilbert's voices that are foregrounded.

These characters are not given voices in this scene, in the play at all, in fact.

It is Hortense and Gilbert and the other characters that we hear.

And the characters do not have names, which could suggest they represent society as a whole, rather than individual people.

And this shows the continued racism that Gilbert and Hortense endure, and juxtaposes their idealistic view of Britain and their expectations.

So which of these, A, B, or C, which explanation best describes Edmundson's inclusion of the unnamed man and woman? Excellent.

Yes, the characters do not have names, which could suggest they represent society as a whole, rather than individual people.

So again, it is a really clever use of stage directions by Edmundson here, really linking to those bigger themes and ideas around societal attitudes.

Okay, so we're on our second task, task B.

So what I would like you to do is I would like you to rearrange the sentence fragments in the box below to create a complex sentence, which explains how Edmundson explores the themes of hopes and dreams. So you'll need to put those fragments in the right order to create a sentence that makes sense.

And then I would like you to expand on this idea on that sentence by creating a paragraph.

So you'll start your next sentence with, "In particular." So, here are the fragments.

Start your next sentence once you've organised that "In particular." And here are some suggestions about how you could develop your paragraph further.

So you could discuss Edmundson's use of stage directions to describe characters and setting.

You could talk about the use of imagery in creating an idealistic view of England and what it represents.

So you'll need to pause the video, so you've got plenty of time to do a really good job on this task.

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

Off you go.

Okay, well done everyone.

Now it's time to check our answers.

So let's check the completed sentence first.

So just make sure you've got those fragments in the correct order.

So Edmundson uses the characters of Hortense and Gilbert to explore the themes of hopes and dreams, specifically the experiences of disappointment felt by migrants in the realisation of their realities.

So just check you've got that in the right order, and then we'll think about our next part, the part where we need to develop into a paragraph.

Now, Sam has very kindly given us their paragraph to look at.

So Sam wrote this.

How could they make it even better? So let's have a look.

"In particular, the use of imagery to create an idealistic view of England." Now, this is absolutely fine, because they've used a specific example from the text.

So that imagery and what it does, they've explained the effect.

But I think Sam could make this even better by explaining further, by linking to the writer's intention, so what is Edmundson trying to do? And also referring back to the focus of the sentence.

So Sam has done a redraft, so let's see what Sam has done to make this even better.

So it's now become, "In particular, Edmundson uses the quintessential imagery of London to create an idealistic view of England, exposing a stark contrast between the dreams of the characters and the reality." So we can see here Edmundson uses the quintessential imagery of London to create an idealistic view of England.

Sam has now referred to the writer by name, and we can really understand Edmundson's intention.

So this idea of quintessential imagery and how Edmundson is using this to create an idealistic view.

And also here, the referring back to the focus of the sentence, "exposing a stark contrast between the dreams of the characters and the reality." If you remember the original sentence talked about dreams, hopes, and realities.

So Sam has redrafted their work to really encompass these things now, which is really fantastic.

So you can see how much more developed that paragraph is.

So look back at your own work and see if you can develop that second part of the task even further.

Well done everyone.

We have reached the end of the lesson, and it's been really great exploring those stage directions with you, and Edmundson's use of dramatic techniques.

I really think she is so skillful at using setting and character description to just really bring Levy's ideas to life.

I think it's really such a great read.

So let's remind ourselves of everything we have looked at in this lesson.

So we know that Edmundson uses stage directions to present the emotional turmoil of the characters.

We know that setting is used to reflect the characters' situations and key themes.

That Edmundson uses imagery to present the idealistic view of England held by Gilbert and other characters.

And Edmundson reveals the reality of racism that Hortense and Gilbert endure.

Again, thank you so much for such a fantastic lesson, and I can't wait to see you all again soon.

Goodbye.