This Photo by Unknown Author is licensed under
This Photo by Unknown Author is licensed under CC BY-SA
§ Pencil § Highlighter § Reading text § Notebook paper This Photo by Unknown Author is licensed under CC BY-SA
ü ü 8. RL. KID. 3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of character, or provoke a decision. Vocabulary Character/Plot/Conflict Close Read Comprehension Check 8. RL. KID. 6 Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.
1. Compare and Contrast How is Anne’s response to her confinement different from her sister’s? ANALYZE THE TEXT PG 152 CITE TEXTUAL EVIDENCE 2. Make a Judgement Many of the adults in the play become frustrated with Anne’s behavior. Do you think they are being unfair? Explain. 3. Draw Conclusions What insights does the Hanukkah scene suggest about the different ways in which people deal with crisis? 4. Essential Question: How do we remember the past? What has this selection taught you about how people remember the past?
1. Compare and Contrast Anne responds with excitement and a sense of adventure in contrast to Margot, who is calm and quiet. ANSWERS: ANALYZE THE TEXT PG 152 CITE TEXTUAL EVIDENCE 2. Make a Judgement Fair- because she does not seem to exhibit self-control. Not Fair- because she is a child and is behaving like as such. 3. Draw Conclusions During a crisis, people want to hang on to memories and practices that help them feel as normal as possible. 4. Essential Question: How do we remember the past? Because the play is based on real people and events, it provides a way of remembering the people of the Holocaust. The play opens with Mr. Frank discovering Anne’s diary, which opens the door for him to begin remembering and celebrating the lives of the members of his family who had died. I understand that perhaps the only way Mr. Frank might find peace is to remember his family in this way and that these memories have healing powers for a person who has suffered and survived.
Dialogue- conversations between or among characters. In a play, dialogue serves three main functions: 1. helping readers learn about the characters, their relationships, and their goals 2. Setting the mood or emotional quality, of a scene in order to prompt and desired feeling or response in readers 3. Developing the plot and subplots- conflicts, or problems and struggles, come to life as characters confide in friends, argue with enemies, and plan their actions. Dialogue also helps playwrights create dramatic irony, a situation in which the audience knows more than the characters do.
Scene 4, PP 42 -48 Scene 5, PP 94 -99 Scene 3, PP 37 -43 Scene 5, PP 133 -140 Mr. Frank is a good father who is trying to encourage his daughters. He is a good leader who is trying to keep people calm. The dialogue develops the subplot of Anne’s frustration in her relationship with Peter is the only person present in Anne’s age group, and she is growing impatient in her attempts to develop a relationship with him. Knowing that Anne and the others are eventually caught and deported to death camps adds dramatic irony to their singing and Hanukkah song at the end of Act I. The song speaks of jubilation and having many reasons for good cheer. Characters are trying to be hopeful, but this is in stark contrast with their fate.
§ 8. L. VAU. 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 8 th grade-level text by choosing flexibility from a range of strategies. § B. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. Activity: Synonyms and Antonyms Suffix -ion STANDARDS CHECK
§ These concept vocabulary words are used to describe feelings of stress and conflict. Anxiously Hy ste ric n io ns Te all y § The concept words all Re g str n eri k Bic Quarrels ain ing relate to stress and the tension that results from living in confinement and fear.
Synonyms- Similar Meanings Antonyms-Opposite Meanings § Anxiously- nervously § Anxiously- calmly § Tension- stress § Tension- relaxation § Restraining- holding back § Restraining- releasing § Quarrels-arguments § Quarrels- harmony § Bickering- fighting § Bickering- agreeing § Hysterically- uncontrollably § Hysterically-calmly
-ion means “act or condition of. ” WORD STUDY PG 154 Using your knowledge of the suffix, -ion, write a definition of the word tension. Use your understanding of the suffix, -ion, to write definitions for the following words: • Aggression • Confusion • possession
§ 1. The suffix –ion means “act or condition of, ” tension is an emotional state of being tense or anxious. § 2. § Aggression: the condition of being aggressive by attacking or confronting § Confusion: the condition of being confused; the condition of being unable to think clearly § Possession: the condition of possessing or owning
Test Act 1 This Photo by Unknown Author is licensed under CC BY-NC-ND
§ A verb is an “Action Word” § All verbs have four principal parts, or forms (Present, Present Participle, Past Participle) § Most verbs are regular, but some common verbs are irregular- their past and past participle DO NOT follow a single predictable pattern.
§ 1. Mark the verb form in each sentence. Then label it present, present participle, past or past participle. a) Yesterday, I finished her latest book. b) Margot is sleeping on a mattress on the floor. c) Nothing has happened. § 2. Read the stage directions at the beginning of Scene 5. Mark the verb form in each sentence. Then, label each one present or present participle.
§ 1. Mark the verb form in each sentence. Then label it present, present participle, past or past participle. a) Yesterday, I finished her latest book. (Past) b) Margot is sleeping on a mattress on the floor. (Present Participle) c) Nothing has happened. (Past Participle) § 2. Read the stage directions at the beginning of Scene 5. Mark the verb form in each sentence. Then, label each one present or present participle. Is [present], is standing [present participle], is [present], lights [present], holds [present], says [present], listening is [present participle], wear [present], wears [present}
§ Foreboding § Apprehension § Gilders § Toscanini § Ride of the Valkyries § Intuition § Run the Gauntlet § Mounting § Rigid § Convulsive § Insistent The Diary of Anne Frank, Act II
Sudden feeling that something bad is going to happen This Photo by Unknown Author is licensed under CC BY-SA-NC
This Photo by Unknown Author is licensed under CC BY APPREHNSION Fearful feeling about what will happen next
GUILDERS Monetary unit of the Netherlands at the time This Photo by Unknown Author is licensed under CC BY-SA
TOSCANINI Arturo Toscanini, a famous Italian orchestra conductor This Photo by Unknown Author is licensed under CC BY-SA
Stirring selection from an opera by Richard Wagner, a German composer. This Photo by Unknown Author is licensed under CC BY
Ability to see the truth of something immediately without reasoning This Photo by Unknown Author is licensed under CC BY
§ Literally, to pass between two rows of men who struck at the offender with clubs as he passed; here, a series of troubles of difficulties. This Photo by Unknown Author is licensed under CC BY-SA
MOUNTING Increasingly gradually; building up This Photo by Unknown Author is licensed under CC BY
RIGID Stiff and unbending This Photo by Unknown Author is licensed under CC BY-SA
Having an uncontrolled muscular spasm; shuddering This Photo by Unknown Author is licensed under CC BY-SA-NC
INSISTENT This Photo by Unknown Author is licensed under CC BY-SA-NC Demanding that something should happen
1. Complete Grammar Worksheet on Principal Parts of Verbs (Front and Back) 2. Complete Worksheet on Principal Parts of Verbs Quiz This Photo by Unknown Author is licensed under CC BY-NC
DAY 3 Act II Scene 1 This Photo by Unknown Author is licensed under CC BY
FIRST READ § Notice- the mood in the Secret Annex and how it changes § Annotate- Mark dialogue and stage direction that give into how the characters are surviving this ordeal. § Connect- Go beyond the text ot make connections. Consider challenges in their own lives, as well as current events and other stories from the time of the Holocaust.
Annotate: In paragraph 2, mark words that refer to date and time. Question: Why do the playwrights include these details? Conclude: What is the effect of these details?
Annotate: In paragraph 2, I notice and highlight the details that show the passage of time. Question: I notice that there are many references to time here. I think the playwrights want us to know that a lot of time has passed. Conclude: I feel that the playwrights want the reader to see a conflict here. They want me to know that even though much time has passed, it feels like time is standing still for Anne because she is cut off from the world.
§ Annotate: In paragraph 26, mark details that show what Miep wrote on two cakes she brought to the Secret Annex. § Question: Why do the playwrights include these details? § Conclude: What do these details show about the war, the characters’ situation, and Miep’s character?
§ Annotate: As I read paragraph 26, I mark details showing what Miep has written on the cake. § Question: This information shows that they are still hopeful, despite the length of time they have been in hiding. § Conclude: The gifts suggests that Miep is selfless and generous, and she herself represents hope to the Jews in the annex- she is proof that there are people in the world who will make sacrifices to help those who are in need.
§ Annotate: Mark words and phrases in paragraphs 67 -74 that show Mrs. Van Daan’s reaction to her husband’s decision to sell her coat. § Question: Why do the playwrights include these details? § Conclude: What conflicts do these details reveal?
§ Annotate: As I read lines 67 -74, I notice Mrs. Van Daan’s reactions to her husband’s decision to sell her coat. § Question: The playwrights present Mrs. Van Daan’s reaction to convey not only that the coat is expensive, but that it has sentimental value. § Conclude: The details show that Mrs. Van Daan is losing things that are important to her. The coat symbolizes one of Mrs. Van Daan’s last connection to her former life of freedom and happiness, as well as to her extended family, all of whom have likely perished in the war.
CLOSE READ PG 163 § Annotate: In paragraphs 97 -109, mark details that show the characters’ responses to Mr. Kraler’s news. § Question: Why do the playwrights include this range of reaction. § Conclude: How does this passage increase suspense for the play’s characters as well as for readers?
§ Annotate: As I read paragraphs 97 - 109, I notice details that show the characters’ reactions to Mr. Kraler’s news. § Question: The range of responses reinforces the differences among the characters. Each character responds as we might expect, given what we know about their personalities. § Conclude: Because readers already know that the people in the annex will eventually be arrested, suspense is built as their fate draws closer and we do not yet know how they will be discovered. Incidents like this cause panic and doubt in the character, and likewise create suspense and tension for the reader.
§ Annotate: In paragraphs 127 -135, mark details that relate to Peter’s struggle to express himself in words. Mark other details that show what he does- his actions. § Question: Why have the playwrights included these details? § Conclude: What is the effect of these details, especially in showing how Peter has changed?
CLOSE READ PG 165 ANSWERS § Annotate: As I read paragraphs 127 -135, I notice words and phrases that show Peter’s struggle to express himself. § Question: I think the playwrights included these details to demonstrate how Peter supports Anne’s feeling. § Conclude: Peter has learned to control his anger, but he struggles to communicate. The stress of the Secret Annex adds an extra challenge. Peter has realized the characteristics he admires in Anne and has worked up the courage to tell her about it.
§ Remember: Similes and Metaphors are used to help the reader picture an image. Metaphors are used to compare two things with out the words like or as. A simile compares two things using the words like or as.
FIGURATIVE LANGUAGE REVIEW 1. Mr. Van Daan’s is deep and low, like a bass fiddle. Mine is high, whistling like a flute. 2. Mr. Kraler is in the hospital. It seems he has ulcers. Pim says we are his ulcers. *** Which one is a Metaphor? *** Vote by holding up a #1 or #2 on the count of three… One… Two… Three… show!
CLOSE READ PG 167 § Annotate: A soliloquy is a speech in which a character, usually alone on stage, expresses his or her private thoughts or feelings aloud. In paragraphs 157 -159, mark words that indicate how the stage should look and sound during Anne’s soliloquy. § Question: Why might the playwrights have included these details? § Conclude: What mood do these stage directions create?
CLOSE READ PG 167 Annotate: As I read paragraphs 157 -159, I ANSWERS notice stage directions that indicate how the § stage should look during Anne’s soliloquy. § Question: I think the playwrights chose these stage directions to help emphasize the difference between ordinary dialogue between characters and Anne’s soliloquy, in which she is reciting her inner thoughts. § Conclude: The effect of these stage directions is to bring the reader closer to Anne’s perspective and to sympathize with her even more. Readers might feel more strongly that they are experiencing the story through her eyes.
Act II Scene 2 This Photo by Unknown Author is licensed under CC BY
§ Annotate: Have students mark details in paragraphs 28 -30 that show Mrs. Frank feels, or have students participate while you highlight them. § Question What can the reader infer from what Mrs. Frank says to Anne here? § Conclude: Why might the playwrights might have included these details?
§ Annotate: As I read paragraphs 28 -30, I notice the playwrights include sentences that allow us to understand how Mrs. Frank feels. § Question: She does not want Anne to be criticized and she is worried about everyone. § Conclude: The playwrights want he reader to know that Mrs. Frank is worried. The things she tells Anne indicate her concern for Anne’s well-being and the well-being of the others. She is trying to keep a peaceful environment.
REMEMBER § Dialogue is a conversation between or among characters. Writers use dialogue to reveal character and relationships, to advance the action of the plot and develop the conflict, and to add variety and naturalness to narratives. Dialogue in the script, or text, of a play generally follows the name of the speaker. This Photo by Unknown Author is licensed under CC BY
§ Annotate: In paragraph 68, mark the details thar reveal Anne’s self-described change in perspective as well as her attitude toward the future. § Question: Why might Anne’s perspective changed? § Conclude: What does Anne’s attitude toward the future reveal about her character?
§ Annotate: As I read paragraph 68, I notice Anne’s dialogue that reveals her thoughts about how she has changed and her attitude toward the future. § Question: It’s possible that Anne’s perspective has changed because she has encountered grim, life-and-death circumstances while in hiding. She realizes she has become more serious and no longer feels she would be satisfied with frivolous activities. § Conclude: Anne talks of what she would like to be when she grows up, demonstrating an attitude of hope for the future in spite of her grim circumstances.
§Annotate: Mark details in paragraphs 96 - 105 that show questions that Anne is asking Peter. §Question: What can you infer from the questions Anne is asking Peter? §Conclude: Why might the playwrights have included these details?
§ Annotate: As I read paragraphs 96 -105, I noticed Anne asked Peter several questions. § Question: Anne is asking if Peter has ever really kissed a girl and she wants him to know she has never really kissed a boy. § Conclude: It shows that she wants to be liked, that she seeks approval, and that she likes Peter.
§Annotate: In paragraph 119, mark details that relate to feelings. Mark other details that relate to silence or quiet. §Question: Why do the playwrights present this incident in stage directions rather than in dialogue? §Conclude: What is the effect of these details?
§ Annotate: As I read paragraph 119, I mark details in the stage directions that show what Anne and Peter are doing. § Question: The playwrights describe these actions in the stage directions so people reading the drama will know what is happening. The incident could not be expressed through dialogue. The stage directions also tell actors how to perform the scene. § Conclude: The inclusion of this sequence suggest to readers that, although Anne and Peter are living in unusual, extremely difficult circumstances, they are still teenagers and they still can have normal teenage experiences.
WRAP UP SCENES 1 & 2 § Answer Comprehension Questions #’s 1 -3 (pg 187) § Write a 3 -5 sentence summary each on scene 1 and scene 2
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