Themes in "Tally's Blood": Historical Context and Prejudice

What links these

images together?

‘T

ALLY

’

S

 B

LOOD

’

A

NN

 M

ARIE

DI

 M

AMBRO

This means that in the first part of 

PAPER

TWO

 of your exam (Critical Reading

Paper) you will need to find the ‘Tally’s

Blood’ extract and answer the questions

on it

https://www.sqa.org.uk/pastpapers/pap

ers/papers/2019/N5_English_all_2019.p

df

LI – to understand the

historical background to the

play

To understand the title and

how it relates to themes

•

Waves of Italian immigrants have been arriving in

Scotland since the late 19th Century.

•

Unification of the country in 1861, intense poverty

and two World Wars have seen millions of Italians

leave their native land and settle here.

During the late 1930s, Scotland, like most of the

Western World at the time, was hit badly by The

Great Depression

Industry faltered, job losses grew and poverty was

widespread – this is represented by the Devlin family

in the play.

•

'Tally' was slang for 'Italian'.

•

'Tally's Blood' was the name given to the raspberry

sauce that was put on top of ice cream

•

The name encompasses three 

major themes 

of the

play…

•

The term ‘Tally’ itself has racist connotations

so evokes the sense of prejudice that

immigrants to a country might feel

•

This play, however, focusses more on 

the

prejudice an immigrant might feel towards

the country he or she has settled in.

•

THINK ABOUT

 - Is there any harm in trying to

keep a sense of one's own cultural identity,

preserving customs and language within a

foreign community?

•

Di Mambro herself

was brought up in

Scotland by Italian

parents and talks in

her introduction of

how resentful she

was towards them

and the fact that she

was not allowed to

do things that her

peers were doing

•

The idea of 

blood

 also links to 

'blood ties’.

•

One of the things which drives our main character

Rosinella throughout the play is her sense of family,

which she believes is a very ‘Italian’ quality

•

Di Mambro talks in her introduction abut how she

was brought up being told that being Italian meant a

stronger sense of family, but she show that she does

not agree with this through the Devlin family

•

The title also reflects a theme in

the play is the more literal

interpretation of 'bloodshed'.

•

The Second World War 

had a

devastating effect on Italian

immigrants in Scotland. In 1940

Mussolini joined forces with Hitler

and Italians in Scotland found

themselves regarded as 'enemy

aliens' and most of the men were

arrested. Many of them were sent

abroad to prison camps to be

interned until the end of the war.

•

Most of the Italian shops and cafes

were 

looted and vandalised by

angry mobs

.

Italian

 Family Tree

Lucia Ianelli

‘Daddy’ Pedreschi

Massimo

Franco

son

son

Rosinella

marries

Luigi Ianelli

Rosinella’s

sister

(deceased)

daughter

Uncle and aunt of

marries

Scottish

 Family Tree

Adam Devlin

Mrs Devlin

married

Bridget Devlin

Hughie Devlin

Six other children

•

Rosinella – Rachel Burns

•

Massimo – Filip

•

Lucia - Ben

•

Franco – Hannah

•

Hughie - Enya

•

Bridget – Elliot

•

(Luigi) -

Consider:

•

What are they like as a family?

•

What is Rosinella like as a

person?

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Act 1, scenes 1-3

•

Task 1 

– summarise what has happened/what information

we have found out in these scenes

•

Task 2 

– locate and write down EVIDENCE that ties in with

the following issues that we know are explored in the play:

•

Racial prejudice

•

Sense of family

•

Work ethic

16

For each quotation you find, try to

put the page number (this will help

you later)

Also remember to focus on stage

directions as well as dialogue

Today’s Lesson

•

LI: To read scenes 5-7

•

To understand how the themes and

characters of the play develop

•

SC: Can find evidence of the

development of characters and themes

17

Action/storyline

•

Lucia is

spoiled

 by both Massimo and

Rosinella.

•

 Franco is 

desperate to get away 

from his

father.

•

We see the 

relationship

 between Franco and

Bridget developing.

•

Tension

 between Massimo and Rosinella, over

Lucia’s behaviour.

•

Franco warns Rosinella that she is 

getting too

fond of Lucia.

•

Characters and relationships

•

Rosinella happily makes personal sacrifices

for Lucia’s sake

•

Lucia is determined, manipulative and

petulant.

•

Massimo’s father is demanding but Rosinella

accepts it as her duty to attend to him.

•

Franco is jealous of the fact that Massimo

has left their father and set up his own shop.

•

Franco expects Massimo to help him deceive

their father over his involvement with a

Scottish girl.

R

a

c

i

a

l

P

r

e

j

u

d

i

c

e

‘You better watch these lassies’ (ROSINELLA)

‘she must be giving you something you can’t get

from an Italian girl.’ (ROSINELLA)

‘These Scotch girls, they’re all the same. They

just go out with you for one thing. Because your

faither’s got a shop and they think you’ve got

money.’ (ROSINELLA)

S

e

n

s

e

o

f

f

a

m

i

l

y

‘Twelve years I’ve been married – and nothing.

Me an Italian as well.’ (ROSINELLA)

W

o

r

k

E

t

h

i

c

‘Sshh! You two. I’ve got customers out there.’

(MASSIMO)

Today’s Lesson: 

Scenes 5-7

•

FIRST FIFTEEN MINUTES: COMPLETE

WORK FROM YESTERDAY MAKING SURE

YOU QUOTE FOR THEME

•

LI: To continue reading the play

•

To understand how the themes and

characters of the play develop

21

Scenes 5-7

Action/storyline

Characters and relationships

Themes

22

Action and storyline

•

Massimo offers Hughie a job in the

shop. It is a ruse to encourage Lucia

to talk English.

•

War breaks out

•

Characters and relationships

•

Lucia and Hughie begin an

argumentative relationship.

•

Lucia and Hughie share the

experience of the death of a parent.

•

Bridget and Franco begin to become

more physically involved

•

Racial prejudice.

'We're Italian, we just live here.

It's not our country.' (ROSINELLA)

Sense of family.

‘I don’t want to be the cause of

any bust up between you and

your da.’ (BRIDGET)

•

The war.

‘We cannie let that wee German

bastard throw his weight

(FRANCO)around.’

Today’s Lesson:

•

LI: To continue reading scene 12 and 13

of the play

•

To begin thinking about how to tackle

Critical Reading Style questions

26

Today’s Lesson:

LI: To consolidate our understanding of

Massimo’s character

SC – you will have made several points

about him and backed up your ideas

with EVIDENCE

27

Scene 12

KEY SCENE

In your groups – consider what

impression we get of Massimo’s

character from what he 

says

 and

what he does

Back up any point you make with

evidence

28

•

Caring/loving/compassionate:  “

watches them

go affectionately

” “sorry to hear about your

daddy”

•

Family driven/protective: “

hovering over them

protectively

”, “Let them take what they want...”

•

Trustworthy: “I’ll no breathe a word to a soul”

•

Understanding “you’re no to bother about

paying it back”

•

Popular in the community: “everybody likes

you” B.D

•

 Realistic “I’m a..Tally”

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29

Scenes 8-13

30

•

Reminder:

•Bridget borrows money from

Massimo.

•A mob attacks the shop.

•The police arrest Massimo.

•

Massimo 

is angry with Franco for

joining up

•

Franco and Bridget consummate their

relationship.

•

Rosinella is openly hostile towards

Bridget.

•

Massimo is gentle and kind with Bridget

in her distress.

Today’s Lesson:

LI: To consolidate our understanding of

Massimo’s character by examining his

soliloquy

33

Recap – yesterday’s lesson

Themes

34

‘I was born here. That makes me British.’

FRANCO 

(1,8)

'Italians are good for this country. Who else is

prepared to work till eleven o'clock every

night, eh?‘ ROSINELLA (1,10)

'Come out and fight, you bastarding Tally!'

'Get the bastard. Waste the place. Fascist

pigs. Greasy Tallies.‘ MOB (1,12)

'Little SCOTTISH boys and girls. I think they

deserve some of the teacher's time too.'

(1,13)

 'A little ruffian like you. A sleekit little, greasy

little, smelly little…' (1,13) LUCIA

Scene 14 – Massimo’s soliloquy

•

What is a soliloquy – when a

character speaks their internal

thoughts aloud to the audience

(also known as a monologue)

•

Read scene 14 on your own and

then complete the following

work:

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36

Scene 14 – Massimo’s soliloquy

•

In your own words, 

summarise at

least five main points 

that

Massimo makes in this speech

•

What further sense do you get of

his character from this speech?

•

EXTENSION – Di Mambro was

originally going to miss this

soliloquy out of her play, why do

you think she chose to keep it in?

37

•

Describes the emotional impact on the Italian men

•

Tells us they were all rounded up into a camp

•

Tells us that the treatment Massimo received at the

hands of the mob was common throughout the

country

•

Tells us how he couldn't find out news of his father

•

We get a sense of his father's personality

•

We get a sense of the love between him and his

father

•

We get a sense of the family loyalty because

Rosinella is looking after both shops

•

We learn that him and his father were put on

different boats, and his father’s was the one that

was bombed.

•

Loving family man

•

Tries to be brave when separated from his father

•

Work ethic – thinks about how he will fix up his

shop

Parts

•

Rosinella - Rachel

•

Massimo - Tanya

•

Lucia - Ben

•

Hughie - Enya

•

Franco - Hannah

•

Bridget - Elliot

40

Parts

•

Rosinella - Rachel

•

Massimo - Filip

•

Lucia - Ben

•

Hughie - Enya

•

Bridget – Elliot

•

Luigi - Joe

41

Rosinella’s prejudice pages 111-

129

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42

Today’s lesson

•

LI – to understand the development of the

characters especially Rosinella

•

To explore the emotional impact of Bridget’s

story

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43

Bridget’s Story

•

As we read, consider:

•

How does Bridget convey –

•

The surreal nature of her ordeal,

•

The inhumanity of it,

•

The illegal aspect of it?

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44

Parts

•

Rosinella - Rachel

•

Massimo –

•

Lucia - Ben

•

Hughie - Enya

•

Bridget – Elliot

•

Luigi - Joe

45

Today’s lesson

•

LI – make some notes on plot

•

Complete the play (hopefully)

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46

•

A leap forward in time.

•

Franco is dead.

•

Bridget tells Rosinella about Franco’s

letter to her

•

Hughie and Lucia become ‘blood

brothers’.

•

Massimo 

goes to Italy and learns about all Luigi lost

•

Rosinella is trying to get Lucia together with a nice

Italian boy

•

Lucia isn’t allowed to go to the wedding

•

Hughie writes to Lucia about his love for her

•

Rosinella takes the letter

•

Lucia is called home by her father

•

Rosinella tries to get rid of Hughie

•

Bridget tells Rosinella of her abortion.

•

Rosinella’s demand that they abandon everything and

go to Italy makes Massimo realise how selfish she has

always been.

Submission of essay

1. STEP1:

•

Fill out the 

marking grid 

with your 

name

•

Where it says 

task

, please write persuasive or

argumentative essay (or report)

•

Place this 

on top of your redraft 

and 

wait

 until you

are called to bring it up to the front

2. STEP 2

•

Put your 

PLANNING BOOKLET 

and any 

FIRST

DRAFT 

WORK from your jotter into the 

PLASTIC

FOLDER

49

•

LI

 – to pull together everything we have

learned about the key characters of the

play

•

SC

 – you will work with your group to

create a 

revision guide 

for a specific

character. This will be displayed in the

classroom. You can present it in any way

you like. It should contain key character

details – 

everything you know about them,

personality traits, key plot events that

involve them, key quotations etc.

•

Complete your character revision guide

ensuring you include everything you

know about them, personality traits,

key plot events that involve them, key

quotations etc.

•

IF FINISHED, COMPLETE THE HUGHIE

AND LUCIA WORKSHEET

•

LI 

– to ensure we understand the

themes

 of the play and how they are

explored, to prepare us further for the 8

marker

•

We already know that some of the

MAIN themes that Di Mambro explores

are war, family and prejudice

•

However, these are not the only ones

•

In your groups, try to come up with as

many other themes that you believe are

explored in the text – minor or major

•

Identity

•

Nationalism (loyalty to your nation state)

•

Motherhood

•

Romantic love

•

Poverty

•

Gender roles

•

Manipulation

•

Tradition

•

Work together to mindmap your given theme, try

to come up with 8 KEY POINTS about how the

theme is explored in the text

•

You will then swap your work with another table

and see if you can add anything on to their

mindmap

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56

•

LI 

– to go back over how to answer the

8 marker

•

Discussion points:

•

Reports and Parents’ Eve.

•

Prelim

•

Timed Set Text Assessment

•

Discursive Essays

•

HOMEWORK

Tuesday 29

th

October

You should have these back now

that they are assessed. You may

do another draft to ensure you

have made any changes. This will

be due in after Christmas.

•

Worth 8 marks

•

It is best to answer using headings and extended

bullet points

•

You can pick up a maximum of 4 marks by dealing

with the extract (portion of text) printed in the

exam paper.

•

The other 4 marks must come by way of reference

to other parts of the text that are not printed in the

exam paper.

•

Identification of 

commonality

 between whatever you

are asked about in this extract and the text as a whole,

this will be very broad and general 

(no quoting) 

= 

2

marks

•

2 marks can be picked up from selecting an appropriate

reference from

the extract 

in the exam paper and

commenting on its effectiveness in relation to the

question set: 

Quote + Comment 

= 

2 marks

•

4 marks are then available for selecting appropriate

references from 

elsewhere 

in the text and commenting

on their effectiveness in relation to the question. You

would be expected to give 

at least two 

examples:

Quote + Comment 

= 2 marks (

x2 examples =4 marks

)

•

By referring to this extract and to elsewhere in the

play, show how the playwright explores 

romantic

relationships.

•

By referring to this extract and to elsewhere in the

play, show how the playwright explores 

family

relationships.

•

By referring to this extract and to elsewhere in the

play, show how the 

character of Massimo is

presented.

•

By referring to this extract and to elsewhere in the

play, show how the 

character of Rosinella is

presented.

•

By referring to this extract and to elsewhere in the

play, show how the 

theme of war 

is explored.

2017 question

•

By referring to this extract and to

elsewhere in the play, show how

the character of Massimo is

presented. 8 marks

•

https://www.sqa.org.uk/pastpapers/papers/papers/2017/N5_English_all_2017.

pdf

•

(page 111-end of page 113 “Rosinella: “You don’t see it,

do you…”)

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61

Commonality

•

Make a 

general statement

about what we learn about

Massimo in the 

given extract

(

1 mark)

•

General statement 

about

Massimo’s character in 

the rest

of the play where we see

develop 

(1 mark)

Commonality

•

Massimo is very kind and patient

with Rosinella in this extract (1

mark) This kind aspect of his

character can be seen at other

points in the play such as when he

gives Bridget money. We also see

his patience with Rosinella when

she is interfering and bossy to

other characters. (1 mark)

•

Extract

•

Identify

 an appropriate

quote/technique/idea or feature

from the given extract

 which

illustrates this aspect 

(Massimo’s

character)

 effectively. (1 mark)

•

Analyse/Comment 

on the 

quote

/

technique

/

idea

 or 

feature

 and state

what it reveals about 

the type of

man that Massimo is.

 (1 mark)

•

Elsewhere

•

Identify

 an appropriate

scene/quote/technique/idea or feature from

earlier or later in the play 

which also 

illustrates the

same aspect. 

For this question try to remember a

scene where we learn about Massimo as a person.

(1 mark)

•

Analyse/Comment on

 how the 

scene/ quote/

technique/idea or feature

 is used to explore the

aspect

. Make sure everything you write directly

answers the question!

(1 mark)

•

Repeat this all again to gain another set of 2

marks.

•

How many marks do you think

this achieved?

•

Commonality

 - The candidate’s response begins by

addressing commonality with ‘hard working’ (1

mark) and a ‘family man’ (1 mark) followed by

some facts about Massimo (which are not enough

to constitute evidence from elsewhere) and

generalised comments about changes in character

which lack specific detail.

•

From the extract 

- the candidate identifies

Massimo as calming Rosinella down (1 mark) with

an appropriate quotation ‘Then come to Italy…’ (1

mark). There are further comments about how

Massimo ‘understands’ and is ‘trying to cheer her

up’ which would also be relevant to Massimo’s

character had the maximum marks for work done

on the extract not already have been gained here.

•

Elsewhere in the play 

– Massimo is identified as

romantic (1 mark) with evidence in the form of

quotation and reference about him going to Italy to

get Rosinella back (1 mark). Further comments

about ‘the lengths Massimo has went to’ are too

unspecific to gain anything further.

•

IN TOTAL THIS ANSWER ACHIEVED 6 out of 8.

Today's Lesson

•

LI – to further prepare for our Paper 2

assessment with a particular focus on

the 8 marker

•

Take the first 15 minutes to complete

questions 10-12

•

We will mark these and then move

onto our 8 marker refresher

69

•

“You better watch these lassies” (1) suggests

warning him off (1)

•

“(Franco scoffs)” (1) suggests that he is dismissive

(1)

•

“Who is it anyway?” (1) suggests loaded question

(1)

•

“This is not “anybody”” (1) suggests he is defensive

(1)

•

“(Disapproving)” (1) suggests critical, judgemental

etc (1)

•

“What if she is?” (1) suggests challenging

statement (1)

•

“six or seven weans”/“(shocked)”/ “Eight weans!”

(1) suggests her surprise at the size of the family (1)

•

“She cannie even look after them right” (1)

suggests that she feels the family is neglected/not

cared for properly (1)

•

“It’s no fair” (1) suggests that she is jealous of

Bridget’s family (1)

•

“Eight.” (1) suggests a neutral statement of fact/not

critical (1)

•

“They’re a great family” (1) suggests he has

admiration for the family (1)

•

“Really close” (1) suggests he respects the family

for their have a good bond (1)

•

“I wasn’t looking” (1) suggests he is serious about

Bridget/not hoping to meet someone else (1)

•

“I told you, Rosinella, I’ve got someone” (1) suggests

seriousness/ determination/loyalty (1)

•

“What if I am?” (1) suggests he has his own opinions/is

independent (1)

•

“You know nothing about Bridget” (1) suggests the depth of

his feelings for her (1)

•

“(Indignant)” (1) suggests he can become angry/irritated (1)

•

“Good looking”/“a good kisser”/ “a good dancer” (1)

suggests he is self-assured/confident (1)

•

 “Oh they like that alright”/ “they’re all over me” (1)

suggests he is conceited (1)

•

“you’ve got the warm blood”/“it’s one thing to play around

with them” (1) suggests prior romantic liaisons (1)

2018

•

By referring to this extract and to

elsewhere in the play, show how

the character of Rosinella is

presented.

•

https://www.sqa.org.uk/pastpapers

/papers/papers/2018/N5_English_a

ll_2018.pdf

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74

Commonality

•

Make a 

general statement 

about

what we learn about Rosinella is

like in the 

given extract

 (

1 mark)

•

Make a 

general statement 

about

Rosinella’s character in the

rest

of

the play 

(1 mark)

NB it doesn’t have to be the

same characteristic as you talk about in the first bullet point,

it just has to be something about her character generally

For example - Commonality

•

In this extract, 

the character of

Rosinella is presented 

as being very

prejudiced (

1 mark)

•

In the rest of the play, 

the

character of Rosinella is presented

as being very proud of her Italian

heritage and

also very indulgent of

her niece Lucia

 (1 mark)

•

Extract

•

Identify

 an appropriate

quote/technique/idea or feature

from the given extract

 which

illustrates this aspect 

(i.e.

Rosinella’s character)

 effectively. (1

mark)

•

Analyse/Comment

on the 

quote

/

technique

/

idea

 or 

feature

 and state

what it reveals about 

the type of

character that Rosinella is.

 (1 mark)

For Example - Extract

•

“These Scotch girls, they're all the same.

They just go out with you for one thing”

(

1

mark)

•

Rosinella’s 

character is presented 

as very

prejudiced in this statement as she

stereotypes every Sottish girl as only being

interested in Franco because his father owns

a shop. Her use of “these” is very dismissive,

she does not believe Scottish girls to be equal

to Italians.

(1 mark)

•

Elsewhere

•

Identify

 an appropriate 

scene/quote/technique/idea or

feature from earlier or later in the play 

which also

illustrates the same aspect. 

For this question try to

remember a key scene where we learn about Rosinella’s

character. 

(1 mark)

•

Analyse/Comment 

on

 how the 

scene/ quote/

technique/idea or feature

 is used to explore the aspect

.

Make sure everything you write directly answers the

question

(1 mark)

•

Repeat 

this all again to gain another set of 2 marks.

•

NB – you do not need to QUOTE necessarily, you can just

refer to a key event in detail.

For Example - Elsewhere

•

“I don’t know anybody works so hard as the

Italian Men” 

(1 mark)

•

In this extract, Rosinella’s character is

character is presented 

as being very proud of

her Italian heritage, believing that Italians are

somehow superior to all other nationalities in

many aspects, including their work ethic.

However, when Rosinella says this, the

audience can see Hughie working incredibly

hard in the background, showing that

Rosinella is misguided in her blind belief that

Italians are better than everyone 

(1 mark)

•

Another side to Rosinella’ character is seen

when she goes into Glasgow to get herself a

new coat and ends up buying a dress for Lucia

with the money instead

. (1 mark)

•

At this point, 

Rosinella’s character is presented

as selfless as she always puts Lucia before

herself. She is very indulgent and spoils Lucia –

while Rosinella actually needs a new coat, she

gets a pretty dress for Lucia instead, which is

unnecessary. This helps the audience to

understand the depth of love Rosinella has for

her niece, which is probably because Rosinella

cannot have a child of her own. 

(1 mark)

Today’s Lesson

•

LI – to complete and mark our

example prelim from yesterday

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82

•

Reference(1) + comment(1) x 2

•

stage directions‘

[

singing]

’ or ‘[

trying to be cheery]’

 (

1)

suggests Franco is 

positive / optimistic 

(

1)

•

stage directions

:

 ‘[Franco hugs her and holds out two arms]’

/ [he takes her two arms]’ / ‘[holds out his hands]’ ‘[they

hold each other in a strong embrace]

’ (

1) 

suggests Franco is

affectionate / sincere

(1)

•

Sentence structure:

 use of short sentences 

(1)

  suggests his

abruptness

 / 

he is being 

sincere / sad / serious

(1)

•

Stage directions

 ‘[

A beat

]’ 

(1) 

to show his 

hesitation / feeling

nervous 

(1)

•

word choice:

 ‘don’t go kissing too many boys’ / ‘keep cutting

his toenails’(

1) 

shows his 

humorous / cheeky / funny nature

(1)

•

Any other appropriate language identified 

(1)

 and

explanation 

(1)

•

Reference (1) + comment (1)

•

Possible answers might include:

•

Rosinella’s 

word choice

: ‘he could get blown to bits’

(

1) 

suggests she is 

worried that Franco will die

(

1)

•

Stage directions 

for Lucia: 

‘[Lucia’s frightened look]’

(

1)

 suggests 

Lucia is feeling scared 

by the talk of

war / 

possible death

 of Franco (

1)

•

Massimo 

word choice

: (To Lucia) ‘Away you go and

play, hen’ 

/  ‘…watch what you say in front of the

wean’

 (

1) 

suggests his 

concern about

how talk of

war is affecting Lucia / children 

(

1)

•

Gloss of: ‘Italians are good for this country’ 

(1)

•

Gloss of: ‘Who else is prepared to work till eleven

o’clock every night?’ 

(1)

•

Gloss of: ‘we work for ourselves.  It’s no as if we

take any jobs away from any scotch people.’ 

(1)

•

Gloss of: ‘We stick together…’  

(1)

•

Gloss of: ‘(we) pay our own way…’ 

(1)

•

Gloss of: ‘(we) stick to the laws’ 

(1)

•

Stage directions

 ‘[

Hughie, arms outstretched, making aeroplane noises]’

(1)

is

contributing to subject of war by:

emphasising the theme of war

through Hughie’s playing ‘war’ / showing children are  being affected by

war by Hughie playing ‘war’…/ lightens the serious tone by adding

humour showing Hughie irritating Lucia playing ‘war’/ any other

acceptable answer  

(1)

•

Stage directions

: 

[comes ‘flying’ across the stage, making shooting

noises] 

(1) 

is

contributing to subject of war by:

emphasising the theme

of war through Hughie’s playing ‘war’ / showing children are  being

affected by war by Hughie playing ‘war’…/ lightens the serious tone by

adding humour showing Hughie irritating Lucia playing ‘war’/ any other

acceptable answer  

(1)

•

Stage directions

: 

[‘pee-aiow, pee-aiow’] 

(1)

is

contributing to subject of

war by:

emphasising the theme of war through Hughie’s playing ‘war’ /

showing children are  being affected by war by Hughie playing ‘war’…/

lightens the serious tone by adding humour showing Hughie irritating

Lucia playing ‘war’/ any other acceptable answer  

(1)

•

Stage directions:

 ‘[he circles her, still an aeroplane]’  

(

1) 

is

contributing

to subject of war by:

emphasising the theme of war through Hughie’s

playing ‘war’ / showing children are  being affected by war by Hughie

playing ‘war’…/ lightens the serious tone by adding humour showing

Hughie irritating Lucia playing ‘war’/ any other acceptable answer  

(1)

Possible elsewhere include:

•

News of Franco signing up to war

•

Massimo and Rosinella’s angst about Italy coming to

war

•

Attack on Pedreschi shop by mob

•

Massimo is arrested by police due to being Italian in

Scotland

•

Massimo’s father’s deportation – ship is sunk

•

Bridget / Rosinella anxious for news of Franco

•

Letter from Franco/Franco’s death

•

War is over – Massimo returns

•

Luigi describing the devastation of his home town

•

The theme of war is explored when Massimo is

arrested by police due to being an Italian in

Scotland

•

This event helps us to understand the very negative

effect that war had on Italian families living in the

country, as those who were settled and happily

living as part of the Scottish community, were

suddenly being treated like criminals, purely

because their two countries were in conflict with

one another.

Today’s Lesson

•

LI – remember that this is a week for you to

use in the best way that suits you

•

Your options:

•

Continue working on the first draft of your

creative piece which is due at the 

end of the

period on Wednesday

OR

•

paper 2 prep. (more instructions to follow)

89

8 marker feedback

•

Just make sure with the commonality, you

are making some reference to what the

extract has in common with the rest of the

play according to the question i.e.

•

Throughout the play war is presented as

something negative/destructive

, because in

this extract Franco is forced to leave his

family

•

And elsewhere, Massimo and Daddy

Pedreschi are deported, also Luigi’s farm is

destroyed

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Further explained for a character

question

•

Throughout the play Massimo is presented as

having lots of positive qualities, just like in this

extract he is very kind and patient with Rosinella

•

In the rest of the play he is shown to be

hardworking in his shop and generous to Bridget

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91

•

Learn quotations and make sure what language

features you’ll explore,

•

Practise planning for a variety of questions, - Read over

your notes and texts so that they are firmly embedded

in your mind,

•

Practise the TAS part of your introduction so that you

can write it as quickly as possible,

•

Go over the marking criteria to ensure you know how

to attain the higher marks – highlight key words,

•

Try applying it to an example pupil essay,

•

Time yourself writing critical essays so that you are

comfortable writing in 45 – 50 minutes,

•

MIND MAPS!!!!! Themes, characters,

relationships etc.

•

Make sure you know a summary of the plot

•

Learn some key quotations if you can

•

Time yourself doing Past Papers

Past papers

BBC Bitesize

Your jotter/printed notes

2019

•

By referring to this extract and to

elsewhere in the play, show how

the 

theme of war 

is explored.

•

Page 53 – end of page 55 Massimo:

Italy coming into the war. It’s

looking bad, Rosie

•

https://www.sqa.org.uk/pastpapers/papers/papers/2019/N

5_English_all_2019.pdf

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95

Work together to bullet point

some ideas:

•

What could you state was the

commonality?

•

What could you pick out to discuss from

this extract? (LIST AS MANY AS YOU

CAN)

•

What else happens in the play that

helps to explore the theme of war?

(LIST AS MANY AS YOU CAN)

96

Now pull it all together on your own

in a full answer, following the

guidelines you were given

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97

•

Extract: Massimo is concerned about the outbreak

of war and the negative impact that it will have on

them. Rosinella is naive and believes that the war

won't affect them as ‘ordinary working people’ or

Massimo because he is respected in the

community. The younger characters have only a

childish understanding of war. Massimo feels

conflicted between his love of Italy and his love of

Scotland because the two countries will be on

either side of the war.

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98

•

Elsewhere:

•

Franco signs up to the army believing it will give him freedom

from his family but he dies in war.

•

Massimo's shop is later attacked by a mob because he is Italian.

•

Massimo and his father are arrested and then deported and

separated from each other as prisoners of war.

•

Massimo's monologue details the suffering that Italians faced

while they were prisoners.

•

Massimo's father is killed at war when the ship he is on sinks.

•

The negative impact on the women who are left behind, eg

Bridget, Rosinella and Lucia.

•

The impact of the war on Italy where much of the country was

bombed and Massimo's family have suffered losses.

•

The impact on the Pedreschi family business as they are affected

by rationing and hostility from the Scottish community.

•

Rosinella is left feeling bitter about the impact of the war years

later refusing to get over the way Italians treated them.

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99

•

https://www.bbc.co.uk/bitesize/topics/zs6nbk7

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100

•

https://www.youtube.com/watch?v=eDMHgcE0j7Q

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101