Trailer

In the starter, display the following quotations and ask students to write a description of themselves in role as Rita, using these quotations to develop empathy for Rita's situation, and to show understanding of her character.

• "It's that stupid bleedin' handle on the door. You wanna get it fixed!"
• "See, the educated classes know [swearing's] only words, don't they? It's only the masses who don't understand."
• "I talk too much, don't I? I know I talk a lot. I don't at home. I hardly ever talk when I'm there."
• "Don't laugh at me."
• "I'm not a Susan anymore. I've called meself Rita."

Main Attraction

Remind students that the directors of films make deliberate choices as to where scenes are positioned in the film, and in what order they unfold narrative events. What are the differences so far between the ways that the narrative has been revealed in the script, and the way in which it has been revealed in the film. Explain to students what 'juxtaposition' means, and explain that this can be used in films to make strong contrasts.

Ask students to watch the clip, where Denny is introduced and Rita is seen at home for the first time. Ask students to consider and take notes about the following questions while watching the film:

• What is Rita like in this scene?
• How would you describe the relationship she has with Denny?
• What is Denny like?

Ask students to record evidence for their answers to these questions.

After the clip is shown, group the students into four/fives and ask them to contrast these impressions with those of Rita during her meetings with Frank. What are the audience's impressions of the two 'Rita's? Are they similar in any way? What is the dramatic effect of positioning the scenes in the way that the writer has chosen?

Ask students to find textual evidence from the play to support their ideas. Ask students to write one analysis as a group of four/five, of Rita's personality using the film clip and the written text to find evidence. Ask students to feedback their ideas from their groups, by reading out select passages. Praise students for appropriate formal writing and for supporting their ideas using textual evidence.

End Credits

To finish the lesson, ask students to write a conclusion exploring the dramatic effects of positioning the scene with Denny between the scenes with Frank, in contrast to the play. Explain how to summarise their ideas and to emphasise their own ideas and point of view.