Teacher: you've just completed your assignment, so were you able to identify the overall mood of anne's diary? could you hear anne's voice and personality coming through the text? today, you're trying to figure out how to answer the lesson question, how does anne frank's real diary compare with the play based on it?
00: 00: 22
you've had a chance to read from anne frank's diary and may also be familiar with the play based on it. next you'll look at both the play and the diary to think about the two formats, and how they're similar and different. let's recall similarities and differences between narrative and dramatic formats.
section 2
00: 00: 00
teacher: let's review some differences between the play and the diary. the play lets us know how scenes look through stage directions, but the diary uses this more description. in the play, we found out about characters through dialogue only. but in the diary, we learn about anne and the others
00: 00: 20
through both her dialogue and her inner thoughts. in the play, we understand how time passes through changes in the scenes. but the dated entries in the diary mark the passing of time there. a very big difference between these two formats is the primary purpose of each of them. a play is meant to be seen on the stage, but a diary is a
00: 00: 45
private record of the author's thoughts and feelings. it's meant to be read by no one other than the person who wrote it. a play can include interpretations of events or fictional events, such as the times when anne isn't in the room, or situations that anne didn't actually write about in her diary. keep what you know about the mood of anne's diary in mind
00: 01: 08
as we read another example from the play that shows mood. "anne. we're young, margot and peter and i! you grown-ups have had your chance. but look at us. if we beging thinking of all the horror in the world, we're lost!
00: 01: 24
we're trying to hold onto some kind of ideals-- when everything-- ideals, hopes-- everything are being destroyed. it isn't our fault that the world is such a mess. we weren't around when all this started! so don't try to take it out on us! she rushes off to her room, slamming the door after her.
00: 01: 43
she picks up a brush from the chest and hurls it to the floor. then she sits on the settee, trying to control her anger. mr. van daan. she talks as if we started the war! did we start the war? he spots anne's cake. as he starts to take it, peter anticipates him."
00: 02: 01
so what is the tone here? anne is clearly frustrated by the situation that she's been put in. it's quite difficult. so she talks about how it isn't her fault that the world is such a mess. the setting is in this annex after world war ii has started while the family isn't hiding.
00: 02: 20
think about how you would feel all cooped up in such a tiny space with so many people, for so long and under so much stress. the main conflict is between anne and mr. van daan. it's one between an older generation and a younger generation. it leaves anne feeling angry and mr. van daan feeling defensive.
00: 02: 42
we can see this through the stage directions where anne is supposed to slam the door, or how she hurls or throws her brush to the floor. we can also see it in the extensive use of exclamation points that are showing that both characters are yelling or angry. the primary mood or feeling in the passage is one of tension and anger.
00: 03: 03
the emotion comes through in the dialogue and the stage directions. mood can't be established here through anne's thoughts in the same way that it was in her diary. now let's take a look at another passage from the play and think about how it compares to the diary you read.
anne frank's the diary of a young girl

answer:

teacher: you've just completed your assignment, so were you able to identify the overall mood of anne's diary? could you hear anne's voice and personality coming through the text? today, you're trying to figure out how to answer the lesson question, how does anne frank's real diary compare with the play based on it?

00: 00: 22

you've had a chance to read from anne frank's diary and may also be familiar with the play based on it. next you'll look at both the play and the diary to think about the two formats, and how they're similar and different. let's recall similarities and differences between narrative and dramatic formats.

section 2

00: 00: 00

teacher: let's review some differences between the play and the diary. the play lets us know how scenes look through stage directions, but the diary uses this more description. in the play, we found out about characters through dialogue only. but in the diary, we learn about anne and the others

00: 00: 20

through both her dialogue and her inner thoughts. in the play, we understand how time passes through changes in the scenes. but the dated entries in the diary mark the passing of time there. a very big difference between these two formats is the primary purpose of each of them. a play is meant to be seen on the stage, but a diary is a

00: 00: 45

private record of the author's thoughts and feelings. it's meant to be read by no one other than the person who wrote it. a play can include interpretations of events or fictional events, such as the times when anne isn't in the room, or situations that anne didn't actually write about in her diary. keep what you know about the mood of anne's diary in mind

00: 01: 08

as we read another example from the play that shows mood. "anne. we're young, margot and peter and i! you grown-ups have had your chance. but look at us. if we beging thinking of all the horror in the world, we're lost!

00: 01: 24

we're trying to hold onto some kind of ideals-- when everything-- ideals, hopes-- everything are being destroyed. it isn't our fault that the world is such a mess. we weren't around when all this started! so don't try to take it out on us! she rushes off to her room, slamming the door after her.

00: 01: 43

she picks up a brush from the chest and hurls it to the floor. then she sits on the settee, trying to control her anger. mr. van daan. she talks as if we started the war! did we start the war? he spots anne's cake. as he starts to take it, peter anticipates him."

00: 02: 01

so what is the tone here? anne is clearly frustrated by the situation that she's been put in. it's quite difficult. so she talks about how it isn't her fault that the world is such a mess. the setting is in this annex after world war ii has started while the family isn't hiding.

00: 02: 20

think about how you would feel all cooped up in such a tiny space with so many people, for so long and under so much stress. the main conflict is between anne and mr. van daan. it's one between an older generation and a younger generation. it leaves anne feeling angry and mr. van daan feeling defensive.

00: 02: 42

we can see this through the stage directions where anne is supposed to slam the door, or how she hurls or throws her brush to the floor. we can also see it in the extensive use of exclamation points that are showing that both characters are yelling or angry. the primary mood or feeling in the passage is one of tension and anger.

00: 03: 03

the emotion comes through in the dialogue and the stage directions. mood can't be established here through anne's thoughts in the same way that it was in her diary. now let's take a look at another passage from the play and think about how it compares to the diary you read.

explanation:

yes

sthe miracle worker  ▾search

home  >   study guides  >   the miracle worker

the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

print  print  document  pdf  list  cite  link  link

there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”

jaklanebrhw wbosjdbrb wjoamenrhejapw dbxjosmabd. soa