Hello, it's great to see you.

And thank you so much for joining me today.

I'm Mrs. Butterworth and I'll be guiding you through the learning, which is all about focusing on the hurricane in act one at scene one and how Edmundson used this as an effective setting.

And then we're going to also look at that first affair and how it develops.

So shall we get started? So by the end of the lesson, you'll be able to explain the significance of the hurricane.

So before we dive into today's learning, there are a few keywords that we need to make sure we understand to help us with the lesson.

So these words are foreboding, irrepressible, foreshadowing, literary trope, and reputation.

In a moment, I'm going to put the definitions on the screen.

So you'll need to pause the video to give yourself plenty of time to read these through and just make sure you understand what these words mean.

So here come the definitions.

Get ready to pause your video.

So the outline of the lesson looks like this.

We're going to start by looking at the hurricane as an effective setting.

And then we're going to look at this idea of disruption and chaos and how the hurricane adds to this in the scene.

So let's start looking at the hurricane as in a setting.

Many literary texts use storms and hurricanes.

It's an effective literary trope.

So what this means is that many writers have used storms and hurricanes to create specific effects.

They, like a literary trope, almost acts like a signal to a reader or an audience to suggest that something is happening or to create a specific scene.

So literary tropes are a really good way to elicit certain responses from audiences and readers.

So we've got our pictures of our storms there and I'd like you to discuss why would a writer choose a storm as their setting and can you think of any other texts that use storms and hurricanes? So throughout your study, you may have looked at some other texts that also include storms and hurricanes, and these can help you answer these questions.

So pause the video, so you've got time to answer those questions.

You may just want to think to yourself quietly or even write them down.

Okay, off you go.

Great.

I heard lots of examples there, so I loved that some of you were referencing, think some of you have said that you've read some Shakespeare plays, which have storms and hurricanes.

Excellent.

Some of you have talked about other poems and texts you've looked at.

I even had a few films coming out there too.

So you can start to see how lots of writers use the storm or hurricane as this really effective way of creating an atmosphere.

So now let's think about those, why they've done that.

So this hurricane or storm, it can suggest that something is going to happen, kind of suggests that it's not gonna be a good thing either.

And it also places characters in a challenging position.

So many writers might choose this because it allows tension to be created in characters or to get certain responses from characters that you wouldn't necessarily get on a nice, calm, sunny day, for example.

And it creates a dramatic atmosphere which is engaging.

So whether it's wind or rain or any other kind of extreme weather, we can see the waves there in that storm picture.

You can't help but be engaged by this dramatic atmosphere.

And it adds a layer of tension and drama.

And we really will delve into this when we look at "Small Island" act one, scene one because as well as all the dramatic things that are happening between the characters, it's all happening amongst the backdrop of this dramatic hurricane.

So "Small Island" opens with this news footage of Jamaica bracing itself from a strong hurricane.

So it references that news footage.

And I'd like you to discuss thinking about what we've just thought about.

Why would Edmundson choose to open the play with this description of setting? So pause the video to give yourself time to consolidate your ideas and then we will share them in a moment.

Off you go.

Great, some excellent ideas there.

And I love how you are drawing on your previous knowledge of other texts to really answer this question.

So I have three students here who have volunteered to give me their answers.

So our first student says that this is a really dramatic scene and the hurricane reflects this.

Absolutely.

And it's almost as if it foreshadows the dramatic revelation of Michael and Mrs. Ryder's affair.

So this student has used that keyword foreshadows there and we said, didn't we, that very often a storm, a hurricane or extreme weather can signal that something bad is about to happen.

And here this student has said that by using that term foreshadowing, it foreshadows the revelations, the dramatic events that are about to unfold.

So an excellent answer there from our student.

Our second student says that Edmundson definitely creates a foreboding atmosphere, which means it feels like something bad is going to happen.

So again, well done to the student for using one of those keywords there.

And this foreboding atmosphere really is created, isn't it, by this setting? There's a sense that something's amiss, something's going to happen, it's a really dramatic way to start a play.

And then finally, this is a really great comment from my third student.

So thank you Andy.

So this is linking to context.

So it's interesting if we consider the context of World War II, because if we think about it, the scene ends with Michael going off to join the RAF.

And what that hurricane could signal and foreshadow is these irrepressible changes.

We know that what life after a war after World War II will never be the same for people in real life and our characters.

So this is a lovely idea here that perhaps a hurricane represents that irrepressible change.

So true or false time, Edmundson creates a sense of foreboding using the hurricane as the opening setting.

Yeah, well done to everyone it said true.

We've got that keyword in there, haven't we, with foreboding? Okay, now to justify your answer, excellent, well done to everyone that answered b, to develop that answer about that sense of foreboding.

It does create tension as it creates an atmosphere suggesting that something bad is going to happen.

So here we have a tension graph, so we can see this kind of rising action with that line.

And I want us to look at the development of the hurricane.

So this is the beginning of scene one, and we're going to look at these stage directions and how they plot the development of the hurricane.

So we get this first stage direction where Hortense is hurrying to prepare the classroom.

Mrs. Ryder is standing by the open doorway where strong gusts of wind are heard.

And then our next stage direction, the hurricane has arrived and terrible winds howl and tear around the building.

There is a terrific crash as a tree comes down close by.

So we can see this development from the strong of gusts of wind to the physical damage that the hurricane is causing with the crashing of the trees.

And then there is another huge howl, it seems as if the roof will blow off.

So it's almost like the hurricane is really closing in on our characters, again, creating that tension, creating that drama.

And then finally, Hortense runs out into the raging hurricane and the ferocious howling winds.

So the hurricane is really at full force here by the end of our scene one.

So what I would like you to think about now is how do the events of the scene parallel the progression of the hurricane? So we've just looked at those stage directions and how they plot that rising tension towards the climax of the hurricane, but how do the actual plot points of the scene parallel this? So you'll need to pause the video so you've got lots of time to discuss your great ideas.

I can't wait to hear your feedback.

Off you go.

Great.

Okay.

Some really interesting perceptive things happening there.

So let's just share these answers.

So with our first quote, we have absolutely this establishing of settings.

So we know that it's saying that Jamaica's bracing itself, the hurricane is coming.

And what's really important about this setting is it establishes those differences between the characters, doesn't it? We've got that sense of urgency from Hortense who wants to be prepared.

And Mrs. Ryder who has no sense of the danger and sees it as this exotic romantic thing.

And this sense of foreboding is created, that personification of Jamaica bracing itself.

We get this idea that something bad is about to happen, this sense of foreboding.

And then the hurricane has arrived.

And as that hurricane worsens, the tension rises.

We already know, there have been hints that there is something going on between Michael and Mrs. Ryder as this scene progresses.

And in the same way that the hurricane gets stronger and stronger, the tension rises, the writer hints at this relationship between Michael and Mrs. Ryder.

And then we get this huge howl where the roof might blow off.

So it's really, really rising in tension.

And this is almost where it seems to be at the climax where the hurricane is going to rip through the buildings.

And what actually happens is that Michael arrives at the schoolhouse.

The tension is almost unbearable.

Michael bursts through the door and this affair is revealed.

So just as you think that that hurricane is getting to its worst, Michael bursts in and this affair is revealed.

And then we have Hortense running into the thick of the hurricane.

And what I love here is how Edmundson in the stage directions really mirrors Hortense's intense emotion.

This rage, this confusion, this chaos.

And what happens is there's this moment where the storm subsides, it describes the storm finishing and it just as she's about to tell the crowds about the affair, and you can almost imagine the kind of calmness of the storm finishing and Hortense revealing this at the same time.

It's a really effective way to use the hurricane in the way it parallels these events.

Okay, so true or false time, the climax of the hurricane happens at the very start of scene one.

Well done to everyone that said false, it's not the climax at the start of scene one, is it? Excellent.

Yes, absolutely.

The climax of the hurricane is actually later on and parallels Michael's arrival at the schoolhouse.

And it's excellent, that moment of tension when not only is the affair revealed, but it's almost like Hortense's heart breaks at this very moment as well.

Okay, so we are onto our first practise task and this is a discussion task.

So what I would like us to do is I want us to think about all of the ideas that we have looked at so far, and I would like you to discuss the question, how does Edmundson establish a dramatic setting in scene one of "Small Island"? Now I want to make sure that you really develop your ideas, you give specific examples more than just a single-word answer.

So what we have here is a discussion grid to really help formalise your ideas.

So once you've kind of thought of an answer to the question, think about how you can develop it using these phrases.

So more specifically, more precisely it is as if and in particular.

So I'm going to show you now an example of how we can use these phrases to develop our discussions.

So my answer is how does Edmundson establish a dramatic setting? So my initial response is that Edmundson uses the hurricane to effectively create a sense of foreboding.

This is fine, but I want to develop it.

So I'm going to use one of those phrases I use more specifically, the progression of the storm and its climax parallel the rising tensions between the characters creating a dramatic narrative.

So you can see here how I've used one of those phrases to develop my answer and also give a specific answer.

So I really urge you to try doing this yourselves as well.

So in a moment, you're going to need to pause the video, discuss the question, how does Edmundson establish a dramatic setting in scene one of "Small Island"? I'm looking forward to hearing your discussions.

Pause the video.

Off you go.

Excellent.

I loved hearing all those really lively discussions and ideas and I loved how some of you have started to use that discussion grid, those phrases to develop your ideas because this is a really good thing to do.

'Cause actually when we come to think about writing about the play and analysing the play, these phrases will pop up then.

So it's a really great way to practise them verbally.

So well done and excellent to those people that are bringing in specific examples from the play as well.

So I'm just gonna show you something I heard just to share with you again how we can use these phrases.

So the hurricane establishes a dramatic start to the play, which is fine, but I want to develop it.

So I use this phrase, it is as if the hurricane foreshadows the dramatic revelation of Michael and Mrs. Ryder's affair.

So I've got a really specific example there.

And the scene also ends with Michael leaving to join the RAF and the imminent arrival of World War II.

The hurricane provides a backdrop to represent these irrepressible changes.

So again, I've used context and that specific example that we looked at earlier with our students to really develop that initial answer.

So really great work, everyone, let's keep going.

So we are moving towards the second part of our lesson, and this is all about disruption and chaos.

So let's get into this part.

As we know and have looked at previously in the lesson, the storm is an established literary trope.

So many writers use storms, hurricanes as a setting to create a specific atmosphere and to create drama as well.

Now, what I want us to think about is the words that we could use to describe a storm.

So I'm going to ask you to pause the video to give yourself time to discuss your words with someone, or you may choose to write a list.

So pause the video.

What words would you use to describe a storm? Off you go.

Excellent, there was so many words there, some even that I hadn't thought of.

So well done everyone.

Let's just share a few of those words now.

So we've got frightening, terrifying, deafening.

I like the way that that refers to the sound of the hurricane, forceful, destructive, chaotic, and disruptive.

Now, what's interesting about these words is that they could also be used to describe the plot events of scene one.

So for example, the affair could be seen as destructive.

It destroys a lot of relationships between many different characters.

And we could also describe Mr. Philips's reaction as forceful.

He drives his son out.

That's quite a forceful action.

Now I wonder if we can think of any others.

I mean, I guess if we think of the storm or the hurricane as chaotic, this whole scene is very chaotic.

Hortense running out into the road, the emotions, it all feels very chaotic.

So think about these words when we are thinking about the plot events too and how we describe each of those.

Now after Hortense has revealed the affair, the stage directions describe the morning after.

It's almost like there's this big reveal and then it cuts to the morning after, which is very dramatic.

And it says this, "Morning.

The house.

MISS JEWEL is sitting at the table, rocking backwards and forwards.

In another room, MISS MA is crying.

Hortense enters.

What I would like you to discuss now is what is the atmosphere now? Pause the video.

Off you go.

Excellent.

Yeah, I love the way that lots of you notice there was a real shift in atmosphere, after the climax, this falling action there, and let's just share some of our answers.

So Sam here has volunteered their answers.

So excellent.

It's almost like the calm after the storm.

Absolutely.

So the current hurricane has happened, but the destruction is still visible.

So it is almost like that imagery of the storm where we think about afterwards where the trees have all been knocked down, like the hurricane isn't there anymore, but the destruction is still visible.

So there's this lovely parallel there between those two things.

And then the characters have also got to deal with the aftermath and the emotional fallout.

So again, Edmundson really uses the hurricane to parallel those plot events.

Okay, Sam, what have you got next? Excellent.

So Sam says that the hurricane is a powerful natural force that exposes truths about the human relationships between characters.

Absolutely.

If there wasn't that storm, would we have found out about the relationship between Michael and Stella? I don't know.

And it doesn't just expose the truth about these relationships between Michael and Stella, but other characters too.

So for example, the relationship between Mr. Philip and Michael and how he ostracises his son.

And it shows that how reputation is actually more important than his family.

So this hurricane almost exposes truths about human relationships between characters, but also human characteristics as well.

It exposes the truth about people.

Okay, Sam, what have you got next? The chaos of the storm has disrupted the character's sense of what is right and wrong and where their loyalties lie.

Yes, absolutely.

And this stage direction reveals the tension in this revelation.

Yeah, great.

'Cause again, like I said, it reveals this high moral standing that Mr. Philip has, Hortense turns her back on Michael and the storm has really disrupted all of that sense of what is right and what is wrong.

And there's a real tension in that revelation as to where characters stand or how they have acted within this situation.

Excellent work.

So quick question for you.

What can you remember in the stage directions? Miss Ma is described as? Yeah, well done to everyone that noticed that she is crying.

Yeah, so she's not quite sobbing.

She's a little bit more controlled than that, but she is crying, she is emotional.

Okay, we're going to move on to our second practise task.

Now, before I get you to do that, we're going to think about a question and mind-map some ideas.

So we're going to be looking at answering this question, how does Edmundson create an impending sense of chaos and disorder? So first of all, I would like you to mind-map your ideas to help you consider the question.

So pause the video to give yourself time to mind-map everything you could think of in reference to this question and we'll share our ideas in a moment.

Off you go.

Okay, great.

I love how you are drawing on lots of the ideas that we've looked at this lesson.

So some of you using those words that we used to describe the storm.

Some of you're drawing on our examples from the first part of the lesson where we thought about those parallels.

So really great stuff.

Let's just share some.

So this hurricane absolutely symbolises disorder and destruction.

So that's one way we can answer this question.

The hurricane mirrors the plot points of the play and creates tension.

So yeah, we're talking about those parallels between the rising action of the hurricane and the tension in the plot.

And then the hurricane is a force that allows truth to be revealed about individual characters and their relationships.

And then finally, Edmundson uses the setting to create an atmosphere of foreboding and to foreshadow the dramatic events in the scene.

So that's really great there, and I heard lots of you referencing those keywords of foreboding and foreshadowing.

Well done.

So now we have mind-mapped all our great ideas.

We now need to think about answering the question, how does Edmundson create an impending sense of chaos and disorder? So what you'll need to do is to complete the paragraph in order to answer that question.

And the paragraph start looks like this.

"Edmundson uses the literary trope of the storm and begins the play amidst the beginnings of a hurricane.

Edmundson has done this to.

." And then what I would like you to do is to complete the paragraph using keywords, so foreboding and foreshadowing, and use specific examples.

So think back to the discussions that we have had throughout the lesson, that discussion where we looked at using those phrases to develop your ideas, where we looked at the graph to parallel the plot points to how the hurricane rises.

So there's loads in there that you could write about to finish this paragraph.

So now it's over to you to pause the video.

Let's look at this student's work in order for you to compare to your own writing.

So think about what you have done well.

So you could give yourself a www and where you could improve.

So give yourself an even better if.

So let's read the response together first.

"Edmundson uses the literary top of the storm and begins the play amidst the beginnings of a hurricane.

Edmundson has done this to establish the atmosphere of foreboding.

The setting foreshadows the chaos that unfolds within the scene.

As the hurricane progresses, Edmundson uses the setting to parallel the plot events and emotional turmoil of the characters.

This is seen when the hurricane begins to knock down trees and howl even louder, and then Michael enters the schoolhouse." So what this has done well is it has used our keywords there.

So it's got foreboding and foreshadowing.

And then what it also does is it uses a specific example.

So this is seen when the hurricane begins to knock down the trees and how this parallels Michael entering the schoolhouse.

So this student has done really well in ensuring that they've used the keywords and used specific examples in completing this paragraph.

So we are here, we are at the end of the lesson.

So very well done to everyone in your exploration of hurricanes and storms in literature.

So let's just read through what we have been through.

So we know that Edmundson uses the literary trope of the storm to create a dramatic setting.

We know the hurricane establishes a foreboding atmosphere and foreshadows the dramatic events to come.

And then the hurricane parallels the rising tensions between the characters.

And then finally, the hurricane is a powerful natural force that exposes truths about the human relationships between characters.

So very well done everyone, and some excellent work on writing that paragraph.

I'm so impressed with what you have achieved.

So hopefully, I'll see you again in another lesson, but until then, goodbye.