Unit – IV

From the Diary of Anne Frank

In the chapter “From the Diary of Anne Frank,” Anne introduces herself and her situation. Here’s a summary:

• Introduction: Anne receives a diary for her 13th birthday and decides to name it “Kitty.”  She feels a lack of true friends and expresses a desire to confide in someone.
• Background: Anne briefly describes her family – her parents, sister Margot, and their life in Frankfurt, Germany.
• Going into hiding:  Due to the persecution of Jews by the Nazis, Anne’s family goes into hiding in an annex above her father’s business in Amsterdam.
• The Secret Annex:  Anne describes the cramped living space they share with another family, the van Pels, and their son Peter. She mentions the challenges of living in secrecy – staying quiet, limited access to the outside world, and constant fear of discovery.
• Looking Forward:  Despite the difficult circumstances, Anne expresses her hope for the future and her dream of becoming a writer.

Key Points:

• Establishes the historical context of World War II and the persecution of Jews.
• Introduces Anne’s character – her loneliness, desire for connection, and her optimistic spirit.
• Sets the stage for the challenges and experiences Anne will face in hiding.

Activity

Do you keep a diary? Given below under A are some terms we use to describe a written record of personal experience. Can you match them with their descriptions under ‘B’?

(You may look up the terms in a dictionary if you wish.)

	A	B
(i)	Journal	A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day
(ii)	Diary	A full record of a journey, a period of time or an event, written every day
(iii)	Log	A record of a person’s own life and experiences (usually, a famous person)
(iv)	Memoir(s)	A written record of events with times and dates, usually official

Ans : 

Term (A)	Description (B)
Journal	A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day
Diary	A full record of a journey, a period of time or an event, written every day
Log	A written record of events with times and dates, usually official
Memoir(s)	A record of a person’s own life and experiences (usually, a famous person)

2. Here are some entries from personal records. Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.

1. I woke up very late today and promptly got a scolding from Mum! I can’t help it — how can I miss the FIFA World Cup matches?

2. 10:30 a.m. Went to the office of the Director 01:00 p.m. Had lunch with Chairman 05:45 p.m. Received Rahul at the airport 09 : 30 p.m. Dinner at home

3. The ride to Ooty was uneventful. We rested for a while every 50 km or so and used the time to capture the magnificent landscape with my HandyCam From Ooty we went on to Bangalore. What a contrast! The noise and pollution of this once-beautiful city really broke my heart.

4. This is how Raj Kapoor found me – all wet and ragged outside RK Studios. He was then looking for just someone like this for a small role in ‘Mera Naam Joker and he cast me on the spot. The rest, as they say, is history.

Ans : 

1. Diary: This entry describes a personal experience (waking up late, getting scolded) and mentions personal feelings (enjoying the FIFA World Cup). Diaries typically focus on daily events and emotions.
2. Log: This entry uses specific times and focuses on a sequence of events (meetings, lunch, receiving someone, dinner). Logs are more focused on recording factual information chronologically.
3. Journal: This entry describes a personal experience (journey to Ooty and Bangalore) with reflections and observations (uneventful ride, beautiful landscape, polluted Bangalore). Journals often combine factual details with personal thoughts and feelings.
4. Memoir: This entry is a short anecdote from someone’s life (being discovered by Raj Kapoor for a movie role). Memoirs are retrospective accounts of a person’s life experiences.

Oral Comprehension Check

1. What makes writing in a diary a strange experience for Anne Frank?

Ans : For Anne Frank, writing in a diary is strange for two reasons. First, at 13, it’s a new experience, unlike anything she’s done before. Second, she doubts anyone would be interested in the thoughts and feelings of a young girl. Despite this initial self-consciousness, the diary becomes a close companion.

2. Why does Anne want to keep a diary?

Ans : Anne Frank feels alone and longs for someone to confide in. Keeping a diary fills this void by offering a trusted companion (“Kitty”) to whom she can express her innermost thoughts and feelings (connection).  Additionally, Anne has a passion for writing, and the diary allows her to explore this creatively and potentially achieve her dream of becoming a writer (expression). Finally, living in hiding is a unique experience, and the diary becomes a way to document this challenging time (record).

3. Why did Anne think she could confide more in her diary than in people.

Ans : Anne felt the diary offered a safe space for several reasons. First, she lacked a true confidante. Second, unlike people, the diary had endless patience for her thoughts and feelings.  Third, it wouldn’t judge or criticize. Finally, the diary preserved her experiences for the future, something conversations couldn’t guarantee.  Overall, the diary provided a level of trust and privacy that people, at that time, might not have been able to offer. 

Oral Comprehension Check

1. Why does Anne provide a brief sketch of her life?

Ans : Anne’s life sketch at the beginning of her diary serves two purposes. Firstly, it provides context for the reader (“Kitty”). Since the diary is new to Anne’s life, introducing her family, age, and background helps the reader understand her perspective and experiences later on. Secondly, by sharing personal details, Anne tries to build a connection with “Kitty,” making it feel like a true confidante who can understand her. This sketch bridges the gap and lays the foundation for a deeper relationship with her diary.

2. What tells you that Anne loved her grandmother?

Ans : Anne lived with her grandmother for a while while her parents settled in Holland. She was very close to her grandmother. In her diary, she writes, “No one knows how often I think of her and still love her.” On her 13th birthday, she showed her love for her grandmother by lighting a candle in her memory.

Oral Comprehension Check

1. Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Ans : Mr. Keesing was annoyed with Anne because she was talkative in his class. The text doesn’t specify the exact details, but it suggests she might have been chatting with classmates or interrupting the lesson.

2. How did Anne justify her being a chatterbox in her essay?

Ans : Anne justified being a chatterbox in her essay by explaining that she inherited her talkative nature from her mother, who was also very talkative. She noted that no one could do anything about their inherited traits.

3. Do you think Mr Keesing was a strict teacher?

Ans : No, Mr. Keesing was not a bad or strict teacher. A teacher’s actions are for the welfare of their students, and any teacher would be annoyed if children kept talking in class. Additionally, if he had been truly strict, he would not have laughed at Anne’s funny arguments.

4. What made Mr Keesing allow Anne to talk in class?

Ans : Mr. Keesing eventually allowed Anne to talk in class because of a combination of her wit and his growing appreciation for her personality. 

Thinking about the Text

1. Was Anne right when she Said that the world would not be interested in the musings of a 13 year old girl?

Ans : Yes, Anne was correct in saying so because many people often dismiss a child’s perspective on the world, considering them too immature. However, Anne Frank has become one of the most widely discussed Holocaust victims. Her diary has been translated into many languages.

2. There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?

Ans : Anne’s diary dives into the complexities of war, hiding, and her teenage life.  She writes in a personal, conversational style, possibly addressing her diary as “Kitty.”  Originally written in Dutch, Anne’s diary stands out for its unique perspective on history and its portrayal of her inner world.

3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?

Ans : Anne introduces her family in her diary for two main reasons. First, it gives “Kitty” (her diary) context about her life. Knowing about her family helps you understand her relationships and experiences in hiding. Second, describing her family might be Anne’s way of figuring herself out. By showing how she’s different or similar to them, she gains a better sense of who she is.

4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?

Ans : Anne’s diary reveals a complex web of emotions. She confides in her dad, sees her grandma as critical, finds comfort in Mrs. Kuperus, and earns respect from Mr. Keesing. This shows she craves connection but also has a strong sense of self.

5. What does Anne write in her first essay?

Ans : Punished for talking, Anne turned the tables! Her essay, titled “A Chatterbox,” playfully argued for the right to talk. She even humorously blamed her mom! This witty essay likely impressed Mr. Keesing.

6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable?

Ans : Anne might be right about unpredictable teachers, and Mr. Keesing is a good example.  Instead of yelling, he assigns essays for talking! This surprised Anne. He also changes his mind, impressed by her writing and allowing her to talk more.  While he values discipline, Mr. Keesing’s surprising approach shows he’s not completely predictable.

7. What do these statements tell you about Anne Frank as a person?

1. We don’t seem to be able to get any closer and that’s the problem. Maybe it’s my fault that we don’t confide in each other.

2. I don’t want, to jcft; down the facts in this diary the way most people would, but I want the diary to be my friend.

3. Margot went to Holland in December and I followed in February, when I was plunked down on the table as a birthday present for Margot.

4. If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on Earth.

5. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.

Ans : 

1.A. Anne is reserved.

2.A. She is self-confident and inventive.

3.A. She is humorous as well.

4.A. Anne is intelligent.

5.A. She has a sense of propriety and convincing attitude.

Thinking about Language

Match the compound words under A with their meanings under ‘B’. Use each in a sentence.

S.No.	A		B
1.	Heart-breaking	(a)	Obeying and respecting the law
2.	Homesick	(b)	Think about pleasant things, forgetting about the present
3.	Blockhead	(c)	Something produced by a person, machine or organisation
4.	Law-abiding	(d)	Producing great sadness
5.	Overdo	(e)	An occasion when vehicles/machines stop working
6.	Daydream	(f)	An informal word which means a very stupid person
7.	Breakdown	(g)	Missing home and family very much
8.	Output	(h)	Do something to an excessive degree

Ans : 

1. (d)

2. (g)

3. (f)

4. (a)

5. (h)

6. (b)

7. (e)

8. (c)

2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings for some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separated in the text.)

1.	Plunge in	(a)	Speak or write without focus
2.	Kept back	(b)	Stay indoors
3.	Move up	(c)	Make (them) remain quiet
4.	Ramble on	(d)	Have a good relationship with
5.	Get along with	(e)	Give an assignment (homework) to a person in authority (the teacher)
6.	Calm down	(f)	Compensate
7.	Stay in	(g)	Go straight to the topic
8.	Make up for	(h)	Go to the next grade
9.	Hand in	(i)	Not promoted

Ans : 

1. (g)

2. (b)

3. (h)

4. (a)

5. (d)

6. (c)

7. (b)

8. (f)

9. (e)

3 (a) . Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)

1. Our entire class is quacking in its boots.

2. Until then, we keep telling each other not to lose heart.

3. Mr Keesing annoyed with me for ages because I talked so much.

4. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.

Ans : 

1. Trembling with fear and anxiety.

2. Focus on the positive and hope for the best.

3. For a considerable length of time.

4. The joke would be on him alone.

3. (b). Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.

1. Caught my eye

2. He’d had enough

3. Laugh ourselves silly

4. Can’t bring myself to

5. Break somebody’s heart

6. Close/Dear to heart

7. From the (bottom of your) heart

8. Have a heart

9. Have a heart of stone

10. Your heart goes out to somebody .

Ans : 

1. Caught my eye: “The vintage car on display at the museum really caught my eye.”
2. He’d had enough: “After hours of waiting in line, he’d had enough and decided to leave.”
3. Laugh ourselves silly: “We watched that funny movie and laughed ourselves silly.”
4. Can’t bring myself to: “I can’t bring myself to throw away my childhood toys, even though I haven’t played with them in years.”
5. Break somebody’s heart: “Breaking up with her was the hardest thing I ever had to do, knowing it would break her heart.”
6. Close/Dear to heart: “Protecting the environment is close to my heart, so I volunteer for clean-up projects.”
7. From the (bottom of your) heart: “Thank you for the birthday gift! It means so much coming from the bottom of your heart.”
8. Have a heart: “The homeless man looked cold, so I gave him my jacket. You have to have a heart for those less fortunate.”
9. Have a heart of stone: “The villain in the movie had a heart of stone and showed no mercy to his enemies.”
10. Your heart goes out to somebody: “My heart goes out to the families who lost loved ones in the fire.”

Poem Amanda

The poem “Amanda” by Robin Klein describes the frustration of a young girl named Amanda who feels constantly nagged and controlled by her mother.

• Restrictions: The poem highlights Amanda’s struggle with her mother’s constant reminders about posture, biting nails, and unfinished homework.
• Yearning for Freedom: Amanda escapes this reality through her imagination. She wishes to be a carefree mermaid or an orphan, someone who can roam freely without restrictions.
• Inner Conflict: The poem portrays the tension between a child’s desire for independence and a parent’s need to provide guidance.

Overall, “Amanda” expresses a child’s yearning for freedom and a sense of self, while also hinting at the challenges of growing up.

Thinking about the Poem

1. How old do you think Amanda is? How do you know this?

Ans : Amanda is likely between 9 and 12. The poem focuses on things like homework and chores, typical concerns for this age group.  She also longs for freedom, wanting to be a mermaid or orphan, hinting at a desire for independence that grows around this time.

2. Who do you think is speaking to her?

Ans : The person giving instructions is most likely Amanda’s mother. The reminders about chores, habits, and homework are typical of what a parent might say. The tone could be a gentle reminder or a slight nag, which aligns with how parents talk to their kids.  The poem also implies a parent-child power dynamic, making Mom the most likely candidate.

3. Why are stanzas 2, 4 and 6 given in parenthesis?

Ans : 

Stanzas 2, 4, and 6 are in parentheses in the poem “Amanda” because they represent  Amanda’s inner thoughts and frustrations in response to her mother’s instructions.

The poem alternates between the mother’s voice (stanzas 1, 3, 5, and 7) and Amanda’s internal monologue (parentheses). This structure highlights the contrast between the external pressure Amanda feels and her desire for freedom.

4. Who is the speaker in stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in stanzas 1, 3, 5 and 7?

Ans : The speaker in stanzas 2, 4, and 6 of “Amanda” is Amanda herself. These stanzas are presented in parentheses, suggesting they are her inner thoughts and frustrations in response to her mother’s instructions.

No, Amanda is not listening to her mother in the way the mother would like.  The poem’s structure emphasizes this disconnect. The mother’s voice (stanzas 1, 3, 5, and 7) focuses on practical matters, while Amanda’s inner monologue (parentheses) reveals her daydreams and yearning for escape. This highlights Amanda’s inattentiveness and desire to be elsewhere mentally.

5. What could Amanda do if she were a mermaid?

Ans : Amanda wishes to be a mermaid so she can carelessly drift along a languid emerald sea. She dreams of being gently carried away by the green sea waves, slowly and gradually. Amanda yearns for a place where she can be completely alone, as her happiness does not depend on anyone else. Therefore, she desires to be a mermaid because, for a child, a mermaid symbolizes freedom and wonder.

6. Is Amanda an orphan? Why does she say so?

Ans :  No, Amanda is not an orphan, though she wishes she were. She is so stressed by her parents’ continuous nagging that she imagines she would be better off without them. The mere presence of her parents depresses her. Amanda is a little girl who seeks ‘golden’ silence and ‘sweet’ freedom. She dreams of roaming the streets and drawing patterns with her bare feet. It is indeed terribly depressing that Amanda longs to be an orphan.

7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?

Ans : Amanda’s desire to be Rapunzel isn’t literal. While Rapunzel is trapped, Amanda might misunderstand the story or see the isolation as an escape from her mom’s control. It could also be a way for her imaginative mind to enter a different world, even if flawed.  These wishes highlight Amanda’s frustration and her yearning for freedom.

8. What does the girl yearn for? What does this poem tell you about Amanda?

Ans : Amanda, a young girl likely between 9 and 12, longs to escape her mother’s constant reminders and rules. Chores, posture, and homework feel like burdens.  She fantasizes about being a mermaid, free to explore, or an orphan, independent from anyone’s control.  The poem shows the clash between a child’s desire for freedom and a parent’s need for guidance. It also hints at Amanda’s age through her focus on everyday tasks and her yearning for independence, a common feeling on the path to adolescence.

9. Read the last stanza. Do you think Amanda is sulking and is moody?

Ans : The last stanza suggests a change in Amanda’s behavior, but not necessarily confirmed sulking. The mother tells her to “stop sulking” but it’s unclear how long this has lasted or how severe it is.  The mention of Amanda being “always moody” could be true, but it’s also from a potentially frustrated parent’s perspective and might be an exaggeration. Amanda could be genuinely sulking, lost in thought due to her active imagination, or the mom might be misinterpreting her behavior.