Analyzing the Structure of Drama Lesson 15
Lesson 15 (Student Book pages 153–160) Analyzing the Structure of Drama
Theme: Anne Frank: Diary to Drama
LESSON OBJECTIVES TAP STUDENTS’ PRIOR KNOWLEDGE • Develop an understanding of the structure and elements of • Tell students that they will work on a lesson about analyzing the drama, including acts, scenes, characterization, dialogue, and structure of drama. Explain that a drama, or play, has other story stage directions. elements as well as characters, setting, and plot. Drama contains dialogue, or characters’ spoken words, and stage directions, • Analyze the ways in which a drama’s structure helps an author information about how characters speak or move and organize ideas and convey meaning. descriptions of setting. Dramas are divided into acts that are further divided into scenes. THE LEARNING PROGRESSION • Display this sentence: Mr. Davidson spoke out loudly at the • Grade 6: MS CCRS RL.6.5 has students consider form as it meeting, voicing his concerns about the proposed sports stadium. pertains to prose texts as well as poetry or drama, allowing students to focus on how chapters, scenes, and so on contribute • Ask students what character traits might describe Mr. Davidson. to theme, setting, and plot. (outspoken, confident, community-minded) • Grade 7: MS CCRS RL.7.5 emphasizes drama and poetry, • Display this dialogue: Mr. Davidson (fervently): A stadium of this having students consider how form impacts meaning in size will bring increased traffic to our neighborhood, negatively genres that use forms with which they might be less familiar. affecting our quality of life! Moderator: Your comments will be included in our community • Grade 8: MS CCRS RL.8.5 has students deepen their response, Mr. Davidson. understanding of form and its impact by comparing texts and considering how form contributes to the meaning of each. • Have students identify the tone of voice used by Mr. Davidson (fervently) and words that show his level of concern (negatively PREREQUISITE SKILLS affecting our quality of life). • Identify a text’s setting, characters, plot, and theme. • Discuss how stage directions, dialogue, and setting contribute to an understanding of events. Analyzing these elements of a play • Recognize the general structure of a text. will help students picture the events being described. • Explain how a particular act, scene, set of stage directions, or line of dialogue functions within a larger text. Teacher Toolbox teacher-toolbox.com • Describe how a particular act, scene, set of stage directions, or Prerequisite line of dialogue contributes to a text’s setting, characters, plot, Skills RL.7.5 or theme. Ready Lessons ✓ ✓ Tools for Instruction ✓ Interactive Tutorials ✓
MS CCRS Focus
RL.7.5 Analyze how a drama’s … form or structure (e.g., soliloquy …) contributes to its meaning. ADDITIONAL STANDARDS: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.7, RL.7.9; L.7.1, L.7.1c, L.7.4a, L.7.4d; W.7.2, W.7.5, W.7.8, W.7.9a; SL.7.1, SL.7.5, SL.7.6 (See page A35 for full text.)
L#: Lesson Name 145 Part 1: Introduction Lesson 15
AT A GLANCE By reading a scene in a play, students learn how stage Lesson 15 Part 1: Introduction MS CCRS RL.7.5: Analyze how a drama’s . . . directions and dialogue contribute to their understanding form or structure (e.g., soliloquy . . .) contributes to its meaning. of characters, setting, and plot. Analyzing the Structure of Drama
STEP BY STEP Theme: Anne Frank: Diary to Drama
• Read aloud the description of a drama’s elements. There are many ways to tell a story. For example, a story can be told in a book, in a movie, or Have students read the first scene fromThe Diary of through a play. All of these forms contain characters, setting, and plot, but a play has some special characteristics. First of all, a play, or drama, relies on dialogue, the characters’ words, Anne Frank, underlining details about setting and to move the plot forward. Dramas also contain stage directions, which describe the setting characters. Remind them that details can be found in and explain what the actors should do or how they should speak or behave. Dramas are both the stage directions and the dialogue. organized into scenes, which are like chapters in a book, and scenes are grouped into acts. Read the beginning of The Diary of Anne Frank by Frances Goodrich and Albert Hackett. The • Explain that the chart shows details about the play is based on a young Jewish girl’s diary, which details struggles endured by her family setting, characters, and plot in this scene. and friends when they had to go into hiding in an attic in Amsterdam during World War II. • Read the first detail in the Setting column. Ask Act 1, Scene 1 students to find this detail in the text. Discuss how The curtain rises on an empty stage. It is late afternoon November, 1945. The rooms are the second detail is not stated directly but can be dusty, the curtains in rags. Chairs and tables are overturned. inferred from stage directions: The door at the foot of the small stairwell swings open. MR. FRANK comes up the steps into The rooms are dusty, view. He stands looking slowly around, making a supreme effort at self-control. He is weak, ill. the curtains in rags. Chairs and tables are overturned. His eye is caught by something lying on the floor. It is a woman’s white glove. He holds it in his hand and suddenly all of his self-control is gone. He breaks down, crying. • Read the details in the Characters column. Have We hear footsteps on the stairs. MIEP GIES comes up, looking for MR. FRANK. MIEP is a Dutch students identify text they underlined that tells about girl of about twenty-two. She is pregnant. Her attitude toward MR. FRANK is protective, these details. Then read the Plot details and have compassionate. MIEP: Are you all right, MR. FRANK? students identify “finding the glove makes Mr. Frank MR. FRANK: (Quickly controlling himself.) Yes, Miep, yes . . . . cry” as a stated detail, while “something tragic happened” is an inference. Have students share other Underline details in the stage directions and dialogue that tell you something about the setting and characters. Compare what you learned to the information in the chart. details they underlined. Setting Characters Plot • Mr. Frank: ill, sad • Discuss how stage directions and dialogue help • November, 1945 • Finding the glove makes Mr. • Miep: pregnant Dutch • No one has lived in the Frank cry. Something tragic students understand the play as though they were woman who is protective rooms for a long time. must have happened here. watching it performed on stage. of Mr. Frank When you read a play, imagine it is being performed with actors on a stage. If you are not actually watching a play, the stage directions and the dialogue help you visualize what’s going on, so be sure to read them both very carefully.
L15: Analyzing the Structure of Drama 153 ©Curriculum Associates, LLC Copying is not permitted.
Genre Focus Literary Texts: Drama directions describe the setting and tell the actors how to speak, move, or behave on the stage. Tell students that in this lesson they will read a type of literature called drama. A drama, or play, is a story to be acted out on a stage. Ask students to name dramas they have read. What were the plays A drama has a script with dialogue and stage directions. about? What did they learn about the settings and characters from the dialogue and stage directions? Students may mention plays A drama’s script tells each character, or actor, what to say. The such as Annie. dialogue is presented with the character’s name followed by a colon. The text after the colon contains the words that the Explain that in this lesson, students will read scenes from The character speaks. A script may include a monologue, or a speech Diary of Anne Frank, a drama based on real-life twentieth century that one character says to other characters. Or it may include a events, which has multiple acts and scenes. The script provides the soliloquy, which is a speech that a character directs to the audience dialogue between the characters and stage directions, which that reveals the character’s feelings. Stage directions are often describe setting, actions, and emotions. shown in a separate format, such as in an italicized font. The stage
146 L15: Analyzing the Structure of Drama ©Curriculum Associates, LLC Copying is not permitted. Part 2: Modeled Instruction Lesson 15
AT A GLANCE Students read Act 1, Scene 2 in The Diary of Anne Frank, Part 2: Modeled Instruction Lesson 15 which contains only stage directions. Students use the stage directions to understand when and where the Read the beginning of Act 1, Scene 2, which introduces the Van Daan family. scene takes place and who the characters are. Genre: Drama The Diary of Anne Frank, Act 1, Scene 2 STEP BY STEP by Frances Goodrich and Albert Hackett
• Ask volunteers to tell what they learned on the prior It is early morning, July, 1942. The rooms are bare, as before, but they are now clean and orderly.
page about how stage directions and dialogue give MR. VAN DAAN, a tall, portly man in his late forties, is in the main room, pacing up and down, nervous. . . . information about setting and characters. His clothes and overcoat are expensive and well cut. MRS. VAN DAAN sits on the couch, clutching her possessions, a hatbox, bags, etc. She is a pretty woman • Tell students they will read part of the play’s next in her early forties. She wears a fur coat over her other clothes.
scene, using the stage directions to find out how the PETER VAN DAAN is standing at the window of the room on the right, looking down at the street below. setting has changed and to learn about new He is a shy, awkward boy of sixteen. At his feet is a black case, a carrier for his cat. The yellow Star of David is conspicuous on all of their clothes. characters. (continued) • Read aloud the first part of Act 1, Scene 2. Explore how to answer this question: “What do these stage directions tell you about the setting and • Then read the question: “What do these stage characters in the play?” directions tell you about the setting and characters The stage directions introduce new characters and give information about a change to the setting. in the play?” Note that Scene 2 is set at an earlier time than Scene 1. Think about what the stage directions tell you about the setting and characters. Study the chart • Tell students you will use a Think Aloud to below and fill in the missing information. demonstrate a way of answering the question. Describe the Setting Describe the Characters Think Aloud: I’ll use details in the stage directions to • July 1942, during World War II • Mr. Van Daan: tall, portly, nervous understand the setting and characters in this scene.
• Direct students to the first line of stage directions. • The rooms: clean and neat • Mrs. Van Daan: pretty, wears coat, has bags and boxes Think Aloud: I see the date, July, 1942, in the first • Peter: shy, awkward; has case for a cat sentence of the stage directions. I know that World
War II took place during that time period. I also see Compare your notes about setting and characters with a partner. Discuss any differences in the that the stage directions describe the rooms looking meaning you identified from details revealed by the stage directions. different than they did in the earlier scene. This is a clue that this scene took place after the first scene.
• Tell students to find details about the rooms in the 154 L15: Analyzing the Structure of Drama stage directions. Have them add their descriptions to ©Curriculum Associates, LLC Copying is not permitted. the chart. Think Aloud: The characters in this scene are Mr. and Mrs. Van Daan and their son, Peter. The stage directions Tier Two Vocabulary: Conspicuous tell me that Mr. Van Daan is tall, portly, and nervous. • Read the last sentence of the stage directions. Tell students that there may I will reread the stage directions to look for descriptions be context clues in nearby words and phrases that can help them figure of the other two characters. out the meaning of conspicuous. • Have students find details about Mrs. Van Daan and • Point out the phrases yellow Star of David and on all of their clothes. Ask Peter and write the descriptions in the chart. what these phrases tell about the characters’ clothing. (Each person’s clothing has a bright, obvious marking on it.) • Finally, have partners compare and contrast their descriptions of setting and characters and explain • Ask students what they think conspicuous means. (prominent and easily any different interpretations they made. Invite seen) Then have students confirm the meaning ofconspicuous in a volunteers to share their answers with the class. dictionary. (RL.7.4; L.7.4a, L.7.4d)
L15: Analyzing the Structure of Drama 147 ©Curriculum Associates, LLC Copying is not permitted. Part 3: Guided Instruction Lesson 15
AT A GLANCE Students continue reading Act 1, Scene 2. They answer Part 3: Guided Instruction Lesson 15 a multiple-choice question and analyze the details that helped them select the correct answer. Continue reading Act 1, Scene 2. Use the Close Reading and the Hint to answer the question. STEP BY STEP Close Reading (continued from page 154) • Tell students they will continue reading Act 1, Underline details in the MRS. VAN DAAN: (Rising, nervous, excited.) Something’s happened to Scene 2 in The Diary of Anne Frank. dialogue and stage them! I know it! MR. FRANK said they’d be here at seven o’clock. He directions on this page said . . . that tell you what is • The Close Reading focuses students’ attention on plot MR. VAN DAAN: They have two miles to walk. You can’t happening at this point in details in the dialogue and stage directions. Point out the play. How does this expect . . . that the stage directions reveal details about the scene create a feeling of MRS. VAN DAAN: They’ve been picked up. That’s what’s happened. tension? characters’ emotions. The Hint helps students They’ve been taken . . . identify details that indicate events might be out of (MR. VAN DAAN indicates that he hears someone coming.) the ordinary. MR. VAN DAAN: You see? • Have students read the text and underline details Hint Circle the correct answer. that tell about events that are occurring, as directed Note the characters’ Which statement best describes this plot event based on the dialogue and by the Close Reading. Ask volunteers to share the words and actions. What stage directions in this scene? details they underlined. If necessary, ask: “How do tells you this is not an A People the Van Daans know may be in danger. everyday situation? the stage directions help you know that the Van B Mrs. Van Daan is a nervous and excitable person. Daans are anxious or worried?” C The Van Daans are waiting to have dinner with friends. D Mr. Frank called to say he would be running late. • Have students respond to and discuss the Show Your Thinking. Choices C and D do not fit the details in the passage. Choice B tells about a character instead Show Your Thinking
of a plot event. Look back at the answers you did not choose. Which ones do not fit the details in the scene? Which one tells about a character instead of a plot event? ANSWER ANALYSIS Responses will vary. Choice A is correct. The scene describes Mrs. Van Daan’s concern for Mr. Frank’s family and Mr. Van Daan’s reassurances to her. An accurate summary of this plot event is that people the Van Daans know may Discuss with a partner other details that tell you about the characters of Mr. and Mrs. Van Daan. not be safe. L15: Analyzing the Structure of Drama 155 Choice B is incorrect. It describes Mrs. Van Daan’s ©Curriculum Associates, LLC Copying is not permitted. character but does not describe the plot. Choice C is incorrect. The Van Daans are waiting for friends to arrive, but there is no mention of dinner. ELL Support: Contractions Choice D is incorrect. No details in the text support the • Display the contraction they’d. Explain that this contraction is two words assertion that Mr. Frank called to say he would be late. that have been joined together and shortened. Letters have been dropped, and an apostrophe has been put in place of the dropped letters. ERROR ALERT: Students who did not choose A • Identify the two words in the contraction they’d as the pronoun they and might not have connected the stage directions to the the helping verb would. Tell students the letters w-o-u-l in would have been characters’ behavior. Tell students that they can ask dropped and an apostrophe has been inserted. Substitute they would in the themselves what the characters’ problem is in this sentence from the play: Mr. Frank said they’d be here at seven o’clock. scene and how it is or is not resolved. This will help Explain that the meaning remains the same. students identify the plot event. • Repeat with other contractions that appear in the text: something’s, can’t, they’ve, that’s, what’s. (L.7.1)
148 L15: Analyzing the Structure of Drama ©Curriculum Associates, LLC Copying is not permitted. Part 4: Guided Practice Lesson 15
AT A GLANCE Students read another scene from The Diary of Anne Part 4: Guided Practice Lesson 15 Frank twice. After the first reading, you will ask three questions to check your students’ comprehension. Read part of Act 1, Scene 2 below. Use the Study Buddy and the Close Reading to guide your reading. Hints Which stage direction STEP BY STEP Genre: Drama appears after the father’s monologue? • Have students read the play silently without referring The Diary of Anne Frank, Act 1, Scene 2 to the Study Buddy or Close Reading text. by Frances Goodrich and Albert Hackett M R. FRANK: Annele, there’s a box there. Will you open it? • Ask the following questions to ensure students’ Sometimes people’s (He indicates a carton on the couch. Anne brings it to the center table.) comprehension of the text: actions tell as much ANNE: (pulling out a pasteboard-bound book). A diary! (She throws her about them as what they arms around her father.) I’ve never had a diary. And I’ve always longed What gift does Mr. Frank present to his daughter say. As I read, I’m going for one. (She looks around the room.) Pencil, pencil, pencil, pencil. to look for examples of (She starts down the stairs.) I’m going down to the office to get a pencil. Anne in this scene? (Mr. Frank gives Anne a diary.) stage directions that tell MR. FRANK: Anne! No! (He goes after her, catching her by the arm and me more about the play’s ) What reason does Mr. Frank give when explaining to characters. pulling her back. Anne why she cannot ever go outside the door of the ANNE: (Startled.) But there’s no one in the building now. room again? (Mr. Frank says that it is not safe.) MR. FRANK: It doesn’t matter. I don’t want you ever to go beyond that Close Reading door. What activities does Mr. Frank tell Anne the family What does Anne’s ANNE: (Sobered.) Never . . . ? Not even at nighttime, when everyone reaction to her father’s is gone? Or on Sundays? Can’t I go down to listen to the radio? will do while they are in hiding? (Mr. Frank says they monologue, or speech, MR. FRANK: Never. I am sorry, Anneke. It isn’t safe. No, you must will read books about history, poetry, and mythology.) reveal about her never go beyond that door. character? Circle the • Ask students to reread the play and look at the Study stage directions that (For the first time ANNE realizes what “going into hiding” means.) Buddy think aloud. What does the Study Buddy help answer the question. ANNE: I see. them think about? MR. FRANK: It’ll be hard, I know. But always remember this, Anneke. There are no walls, there are no bolts, no locks that anyone can put on your mind. Miep will bring us books. We will read history, Tip: The Study Buddy reminds students that a Underline the benefits poetry, mythology. (With his arm about her, they go over to the couch, of being in hiding that sitting down side by side.) As a matter of fact, between us, Anne, character’s actions are often a clue about that Mr. Frank lists in his being here has certain advantages for you. For instance, you monologue. Then draw a character. Review with students that they can learn remember the battle you had with your mother the other day on the box around earlier stage more about a character through what he or she says directions that show he subject of overshoes? You said you’d rather die than wear overshoes. and does and what others say about him or her. knows his family is in But in the end you had to wear them? Well now, you see, for as long danger despite his as we are here you will never have to wear overshoes! Isn’t that • Have students answer the questions and follow the reassurances. good? And the piano! You won’t have to practice on the piano. I tell you, this is going to be a fine life for you! (ANNE’s panic is gone.) directions in the Close Reading.
Tip: The Close Reading helps students connect the 156 L15: Analyzing the Structure of Drama play’s structure, including a character’s spoken ©Curriculum Associates, LLC Copying is not permitted. words in a monologue and stage directions about a character’s actions and reactions, to the unfolding events in the plot. It guides students to recognize Tier Two Vocabulary: Advantages how the structure of a drama contributes to its • Direct students to the word advantages in Mr. Frank’s monologue. Have meaning. students read the sentence in which the word appears. Tell them that • Finally, have students answer the questions on context clues in nearby words and phrases can help them figure out the page 157. Use the Answer Analysis to discuss correct meaning of advantages. and incorrect responses. • Explain that sometimes they will need to read on to find helpful context clues. Ask students to consider the overall meaning of Mr. Frank’s monologue that describes how being in hiding will affect Anne’s activities. (“never have to wear overshoes! Isn’t that good? … You won’t have to practice on the piano … this is going to be a fine life for you!”) • Ask students what advantages means. (benefits, pluses) (RL.7.4; L.7.4a)
L15: Analyzing the Structure of Drama 149 ©Curriculum Associates, LLC Copying is not permitted. Part 4: Guided Practice Lesson 15
STEP BY STEP • Have students read questions 1–3, using the Hints to Part 4: Guided Practice Lesson 15 help them answer the questions. Hints Use the Hints on this page to help you answer the questions. Tip: If students have trouble answering question 3, Which stage direction 1 Which stage direction shows that Mr. Frank’s speech has calmed his remind them that they can look back at the stage appears after the father’s daughter? monologue? directions Thedescribing Diary howof Anne Mr. Frank,Frank behaves Act 1, Scenebefore 2 A “(She starts down the stairs.)” his monologue and during his monologue. B “(. . . ANNE realizes what ‘going into hiding’ means.)” by Frances Goodrich and Albert Hackett C “(She throws her arms around her father.)” • Discuss withM R. FRANK students: Annele, there’s the aAnswer box there. WillAnalysis you open it?below. (He indicates a carton on the couch. Anne brings it to the center table.) D “(ANNE’S panic is gone.)”
ANNE: (pulling out a pasteboard-bound book). A diary! (She throws her How does Anne react 2 What can you tell about Anne’s relationship with her father from the ANSWERarms ANALYSIS around her father.) I’ve never had a diary. And I’ve always longed when she opens the dialogue and stage directions? carton? for one. (She looks around the room.) Pencil, pencil, pencil, pencil. A She is angry at her father for grabbing her arm. 1 The correct(She starts choice down the is stairs. D.) I’mThis going stage down todirection the office to get shows a pencil. B She has a close relationship with her father. Anne isM noR. F RANKlonger: Anne! alarmed. No! (He goes afterChoices her, catching A, B,her andby the armC and are incorrect.pulling her These back.) stage directions come before C She doesn’t respect her father’s decisions. D She wishes her father would treat her like an adult. Mr. Frank’sANNE: ( Startled.speech,) But so there’s they no onedon’t in the show building Anne’s now. MR. FRANK: It doesn’t matter. I don’t want you ever to go beyond that reaction. How do the stage 3 Explain how Mr. Frank’s actions and words show that he wants to Close Reading door. directions in the middle comfort his daughter but is also afraid for her. Use at least three details What does Anne’s2 The correctANNE: ( Sobered.choice) Never is B. . . The. ? Not stageeven at nighttime,directions when telleveryone of Mr. Frank’s monologue from the text to support your answer. differ from those before reaction to her father’s is gone? Or on Sundays? Can’t I go down to listen to the radio? See sample response. monologue, or speech, that Anne throws her arms around her father, his speech? MR. FRANK: Never. I am sorry, Anneke. It isn’t safe. No, you must reveal about her indicating their close relationship. Choice A never go beyond that door. character? Circle the inaccurately characterizes Anne’s reaction to her stage directions that (For the first time ANNE realizes what “going into hiding” means.) answer the question. father grabbingANNE: I see. her arm as anger. Choice C is
incorrect.MR. FAnneRANK: It’ll shows be hard, respectI know. But foralways her remember father this, Anneke. when sheThere replies, are no walls, “I theresee.” are The no bolts, text no doesn’tlocks that anyone support can put on your mind. Miep will bring us books. We will read history, Choice D, that Anne wishes to be treated as poetry, mythology. (With his arm about her, they go over to the couch, an adult.sitting down side by side.) As a matter of fact, between us, Anne, 3. Sample beingresponse: here has certain Mr. Frankadvantages tries for you. to For comfort instance, you Anne remember the battle you had with your mother the other day on the by tellingsubject her of overshoes?that no Youone said can you’d lock rather updie thanher wear mind overshoes. and listing outBut in the the endbenefits you had to wearof going them? Wellinto now, hiding, you see, forsuch as long as as we are here you will never have to wear overshoes! Isn’t that not havinggood? toAnd practice the piano! You the won’t piano. have to He practice also on theputs piano. his I tell
arm aroundyou, this her is going to tohelp be a fineease life herfor you! panic. (ANNE’s However,panic is gone.) his earlier words and actions show that he is afraid for her, as seen in the stage direction “(He goes after her, L15: Analyzing the Structure of Drama 157 catching her by the arm and pulling her back).” It is ©Curriculum Associates, LLC Copying is not permitted. not safe for her ever to go beyond the door. RETEACHING Integrating Standards Use a chart to answer question 3. Draw the chart below. Use these questions to further students’ understanding of Act 1, Scene 2 Work with students to fill in the boxes. Sample from The Diary of Anne Frank. responses are provided. 1 What stage directions and dialogue show Anne’s disbelief when her Character: Mr. Frank Plot father tells her she can never go beyond the room’s door? (RL.7.1) Words: “no bolts, no locks that Mr. Frank comforts his “Anne: (Sobered.)“Never … ? Not even at nighttime, when everyone is gone? anyone can put on your mind” daughter. Or on Sundays? Can’t I go down to listen to the radio?” Actions: pulls Anne back as she 2 After Anne receives the diary from her father, why do you think her heads to the stairs Mr. Frank is afraid for dialogue includes four repetitions of the word “pencil”? (RL.7.4) Words: tells Anne she must never his daughter. go beyond the door Anne is excited about the diary. Repeating the word “pencil” over and over shows that she intends to write in the diary right away.
150 L15: Analyzing the Structure of Drama ©Curriculum Associates, LLC Copying is not permitted. Part 5: Independent Practice Lesson 15
Part 5: Independent Practice Lesson 15 Part 5: Independent Practice Lesson 15
Read part of Act 2, Scene 4. en answer the questions that follow. Anne: (As she comes to him.) But, Peter, if you’d only look at it as part of a great pattern . . . that we’re just a little minute in life . . . (She breaks o .) Listen to us, going at each other like a couple of stupid grownups! (She holds out her hand to him. He takes it.) Look at the sky now. Isn’t it lovely? (Sits as PETER puts his hands on e Diary of Anne Frank, Act 2, Scene 4 ANNE’S shoulders. PETER rises, stands behind her with arms around her. ey look out at the sky.) Someday, when we’re outside again I’m going to . . . (She breaks o as she hears the sound of a car outside, its brakes by Frances Goodrich and Albert Hackett squealing as it comes to a sudden stop. e people in the other rooms also become aware of the sound. ey listen tensely. Another car outside comes to a sudden stop.) From 1942–1944, Anne kept a detailed diary of her life. Her family continued to hide, fearing the real possibility of being caught and removed to a Nazi concentration camp. Anne’s words are a testimony to the courage of families like hers and the brave citizens who risked their safety to protect innocent lives. Anne: (Looking up through skylight.) Look, Peter, the sky. What a lovely day. Aren’t the clouds beautiful? You know what I do when it seems as if I couldn’t stand being cooped up for one more minute? I think myself out. 1 This question has two parts. Answer Part A, and then answer Part B. I think myself on a walk in the park where I used to go with Pim. Where the daff odils and the crocus and the violets grow down the slopes. You know the most wonderful thing about thinking yourself out? You can have it any way you like. You can have roses and violets and chrysanthemums all blooming at the same time. . . . It’s Part A funny . . . I used to take it all for granted . . . and now I’ve gone crazy about everything to do with nature. What can the reader infer at the end of the play? Haven’t you? A The war in Europe has ended. Peter: (Barely li ing his face.) I’ve just gone crazy. I think if something doesn’t happen soon . . . if we don’t get out of here . . . I can’t stand much more of it! B The house in Amsterdam has been bombed. Anne: ( S o l y . ) I wish you had a religion, Peter. C The people in the attic are going to be rescued. Peter: (Bitterly, as he rolls over.) No, thanks. Not me. D The hiding place in the attic has been discovered. Anne: Oh, I don’t mean you have to be Orthodox . . . or believe in heaven and hell and purgatory and things . . . I just mean some religion . . . it doesn’t matter what. Just to believe in something! When I think of all that’s out Part B there . . . the trees . . . and fl owers . . . and seagulls . . . when I think of the dearness of you, Peter . . . and the Underline four sentences from the last paragraph that supports the answer in Part A. goodness of the people we know . . . Mr. Kraler, Miep, Dirk, the vegetable man, all risking their lives for us every day . . . When I think of these good things, I’m not afraid any more . . . . I fi nd myself, and God, and I . . . ANNE: (As she comes to him.) But, Peter, if you’d only look at it as part of a great pattern . . Peter: (Impatiently, as he gets to his feet.) Th at’s fi ne! But when I begin to think, I get mad! Look at us, hiding . that we’re just a little minute in life . . . (She breaks off.) Listen to us, going at each other like a couple of stupid grownups! (She holds out her hand to him. He takes it.) Look at out for two years. Not able to move! Caught here like . . . waiting for them to come and get us . . . and all for what? the sky now. Isn’t it lovely? (Sits as PETER puts his hands on ANNE’S shoulders. PETER rises, Anne: (Rises and goes to him.) We’re not the only people that’ve had to suff er. Th ere’ve always been people stands behind her with arms around her. They look out at the sky.) Someday, when we’re that’ve had to . . . sometimes one race . . . sometimes another . . . and yet . . . outside again I’m going to . . . (She breaks off as she hears the sound of a car outside, its brakes squealing as it comes to a sudden stop. The people in the other rooms also become Peter: (Sitting on upstage end of bed.) Th at doesn’t make me feel any better! aware of the sound. They listen tensely. Another car outside comes to a sudden stop.) Anne: I know it’s terrible, trying to have any faith . . . when people are doing such horrible . . . (Gently li ing his face.) but you know what I sometimes think? I think the world may be going through a phase, the way I was with Mother. It’ll pass, maybe not for hundreds of years, but some day . . . I will believe, in spite of everything, that people are really good at heart. Peter: (Rising, going to the windowseat.) I want to see something now . . . Not a thousand years from now.
158 L15: Analyzing the Structure of Drama L15: Analyzing the Structure of Drama 159 ©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted.
AT A GLANCE ANSWER ANALYSIS Students independently read a longer scene from The Diary of Anne 1a The correct answer is D. The stage directions describe cars Frank and answer questions in a format that provides test practice. pulling up and everyone in the house tensing. The likely inference is that they have been discovered. Choices A, B, and C STEP BY STEP are incorrect as no facts support these inferences. 1b Students underline the last four sentences. These stage • Tell students to use what they have learned about analyzing how directions suggest the hiding place has been discovered. a drama’s structure contributes to its meaning to read the play on (DOK 2) pages 158 and 159. • Remind students to underline or circle important points. Theme Connection • Tell students to answer the questions on pages 159 and 160. • When students have finished, use the Answer Analysis to discuss • How do all the scenes in this lesson contribute to the theme of correct responses and the reasons for them. people enduring hardship? • What is one fact or idea about enduring hardship that you learned from each of this lesson’s scenes?
L15: Analyzing the Structure of Drama 151 ©Curriculum Associates, LLC Copying is not permitted. Part 5: Independent Practice Lesson 15
2 The correct answer is D. Anne “thinks herself out” when she can’t stand being cooped up, showing she has a vivid imagination. Peter says he only gets Part 5: Independent Practice Lesson 15 madder when he thinks of being cooped up. Choice
A is incorrect. Peter’s dialogue doesn’t suggest he 2 What does the dialogue between Anne and Peter at the beginning of the scene reveal? thinks Anne is courageous. Choice B is incorrect. A Peter thinks Anne is courageous. Anne tries to encourage Peter to feel as she does, B Anne thinks Peter is unreasonable. but she does not think Peter is unreasonable. C Peter’s situation is much worse than Anne’s. Choice C is incorrect. Peter’s statement “if we don’t D Anne’s imagination is more vivid than Peter’s. get out of here” indicates that he and Anne are in the same situation. Peter’s situation is not worse than Anne’s. (DOK 1) 3 Sample response: Anne’s statement that “people are 3 Write a paragraph explaining how Anne’s statement that “people are really good at heart” creates irony in the scene. Use at least two details from the text to support your response. really good at heart” shows the great difference See sample response. between the girl’s beliefs and the violence going on around her. This contrast creates irony. Anne is focusing on positive things like the beauty of nature, and she is trying to see the good in people. Yet all around her, people are being tortured and
killed. (DOK 3)
Self Check Go back and see what you can check off on the Self Check on page 120. 160 L15: Analyzing the Structure of Drama ©Curriculum Associates, LLC Copying is not permitted. Integrating Standards Use these questions and tasks as opportunities to interact with The attic where they have been hiding has limited Anne’s and Act 2, Scene 4 from The Diary of Anne Frank. Peter’s experience of the world. Anne has overcome it through 1 Cite two examples of evidence in the text that show how imagination, but Peter is bitter. Anne’s attitude toward the outdoor environment has changed. 4 Summarize: Write a summary of the scene’s events. (RL.7.1) (RL.7.2; W.7.9a) Anne: “Aren’t the clouds beautiful? … It’s funny… I used to take it Anne and Peter tire of hiding in the attic. Anne tells how she imagines all for granted … and now I’ve gone crazy about everything to do being outdoors. Peter tells how he gets angry when he thinks about with nature.” being cooped up. Anne tries to convince Peter that things will get better 2 What does Anne mean when she uses the phrase “in spite of someday, but impatient Peter wants it to happen now. As Anne and everything?” (RL.7.4; L.7.4a) Peter resolve their disagreement, cars suddenly arrive outside. Anne means that she does not let her opinion of people’s goodness 5 Discuss in small groups: How does the playwright contrast be affected by the happenings occurring in the world around her. Anne’s and Peter’s points of view? Use evidence from the dialogue and stage directions in your response. (SL.7.1) 3 How are Anne’s and Peter’s feelings shaped by this scene’s setting? (RL.7.3) Discussions will vary. Students might mention stage directions indicating Anne’s and Peter’s different tones of voice, as well as their choice of words.
152 L15: Analyzing the Structure of Drama ©Curriculum Associates, LLC Copying is not permitted. Additional Activities Lesson 15
Writing Activities
Write an Explanatory Essay (W.7.2, W.7.5) • Have students analyze how elements such as setting and dialogue create dramatic tension in Act 2, Scene 4. • Have students write an explanatory essay in which they identify the particular elements used and elaborate on how the elements contribute to the plot. Students should include quotations and other details from the text to support their explanations. • Have partners exchange essays and edit each other’s work. Students then revise their essays. Dangling Modifiers (L.7.1c) • Display this sentence: “Peter stands at the window, looking at the street below.” Explain that the phrase “looking at the street below” modifies the sentence’s subject. Ask who the subject is. (Peter) • Ask students why the same phrase is a dangling modifier in this sentence:Looking at the street below, traffic moves slowly. (It doesn’t modify the subject.) Have students correct the sentence. • Then have students write two sentences, one with a dangling modifier and one with the dangling modifier corrected. Have volunteers share their sentences with the class.
LISTENING ACTIVITY (SL.7.6) MEDIA ACTIVITY (RL.7.7) Listen Closely/Performance Reading and Listening Be Creative/Film vs. Written Word • In small groups, have students do a performance reading and • Have students watch selected scenes from the film version of listening of Act 1, Scene 2. The Diary of Anne Frank. • Ask groups to assign roles: Anne, Mr. Frank, listening audience • Familiarize students with film techniques, such as sound, members. lighting, and camera focus and angle. • Remind students to adapt their speech to read the dialogue as • Guide a class discussion to compare and contrast the film if they were performing, following stage directions for speaking version of the drama with the written version. Have a volunteer but not movements. create a chart on the board tracking similarities and differences. • Have audience members listen carefully and give compliments and suggestions. RESEARCH ACTIVITY (RL.7.9; W.7.8, W.7.9; SL.7.5) DISCUSSION ACTIVITY (SL.7.1) Research and Present/Produce a Podcast Talk in a Group/Discuss a Lost Scene • Have students produce a podcast comparing and contrasting events that occurred in WWII with the fictional portrayal of • Have students work in small groups to come up with a short events, characters, or setting in The Diary of Anne Frank. scene that has been lost from The Diary of Anne Frank. • Students research events, in print and online, using effective • Students draw on the scenes in the lesson as a basis for search terms and identifying reliable sources. Students might creating characters’ dialogue, plot events, and setting. include audio recordings of dialogue from the play, as well as • Students express their ideas clearly, building on the ideas of audio from actual newscasts. others. • Students share their podcasts with the class. • Allow time for groups to discuss their scenes.
L15: Analyzing the Structure of Drama 153 ©Curriculum Associates, LLC Copying is not permitted.