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The lesson "From the Diary of Anne Frank" is based on the autobiography of Anne Frank, which told the story of a Jewish girl who died under Nazi rule. The facts described in this lesson is based on the experiences that Anne wrote about in her diary.
Anne begins the writing by describing how weird it was for her to write a diary. And there were two reasons for this: first, it was odd for her to write a diary since it was the first time she had done so; second, it was unusual for a thirteen-year-old girl to write a diary.
Anne thought so, as she believed no one, including herself, would be interested in learning about the experiences of a thirteen-year-old girl. Regardless, she decides to write a diary since she is unconcerned about whether or not others will be interested in reading about her past. She wanted to write for herself because she needed to relieve her thoughts of all the things that were bothering her and unburden herself.
Anne's diary writing had begun. While Anne's decision to keep a diary appears to be a habit, it also makes readers wonder what kind of challenges a thirteen-year-old girl would face that would prompt her to keep a diary on a requirement basis. In the following sessions, we'll look at the reasons for her diary writing.
Anne thinks that paper has more patience than people since she can explain all of her problems, feelings, and other things to paper rather than to people. It might be because papers would silently and without passing judgement understand one's emotions, in contrast to individuals who are consumed with their own problems. This may also suggest that the author was looking for a means to express herself through writing because she was not interested in communicating with people around her.
The notion of keeping a diary first came to Anne when she was bored and uninterested in her surroundings and felt she could express her opinions in writing. She pondered whether to stay at home or leave at the time, and when she decided to stay at home, she also decided to write a diary to express her frustrations. Moreover, she didn't want anyone to know what she was writing in her diary, and was able to identify a friend with whom she could share all of her secrets. Anne considered her diary to be her true companion.
The above sentences reveal Anne's motivation for keeping a diary: she lacked a companion with whom she could share her difficulties, secrets, and so on.
After describing the circumstances that prompted Anne to keep a diary, she states that the primary reason for writing a diary was Anne's lack of a companion. She went on to explain how she felt alone in the world and needed a friend. At the time, she did seem to have thirty friends. She felt alone in her life despite having loving parents, relatives, a 16-year-old sister, and thirty friends.
Anne claimed that despite having a loving family, relatives, and friends, none of these relationships seemed to be closer to her heart. Therefore, she sought out someone who could be a true friend with whom she could share everything.
Despite the fact that Anne has around 30 friends, they do not discuss any of their personal things, preferring instead to talk about mundane events in their daily lives. Anne realised that she was missing a true friend in her life because she could not locate somebody who was closer to her heart. Anne also acknowledged that she could also be blamed for this problem. It was because she didn't trust any of her friends with her personal information, so she avoided discussing it with them. As a result, Anne's interactions with her pals have remained consistent for a long time, to the point where they can no longer be changed. As a result, Anne began writing a diary.
People write diaries to express themselves, especially if they are unable to express themselves to others or if they are depressed and wish to express their emotions, stress, and other feelings. A diary can be a close friend since you share all of your secrets with it.
In general, people would list out all formal things in their diaries when they start writing diaries, but, Anne did not want to do that. As Anne treated her diary as a close friend, she named it as 'Kitty'. This could mean how much intimacy she had toward her diary instead of talking to any human being. However, Anne did not want to write what was on her mind or how she felt at that moment without providing background information. Instead, she wanted to write down background details about herself. This is due to the fact that the author hoped that her diary would be read by someone later. As a result, Anne decided to give an introduction about herself when she began writing.
Indeed, it became true as, after Anne's death, the whole world read the diary of Anne, which was published by her beloved father.
The fact that Anne referred to her father as the most adorable man in the entire world must be a result of how much she loved him. At the ages of 25 and 36, respectively, Anne's parents were married. Her mother's name was 'Edith Hollander Frank' and sister's name was 'Margot'. Anne and Margot was born in Frankfurt in Germany.
Anne and her sister were born in the years 1929 and 1926, respectively. And Anne lived in Frankfurt for her first four years. And in 1933, Anne and her sister Margot were moved to Aachen to remain with their grandmother while Anne's parents travelled to Holland. Aachen was a city in Germany. And then Margot, Anne's sister, travelled to Holland in the same year in the month of December. Margot arrived there first, and Anne followed her in 1934, arriving in February. According to Anne, she was brought to Holland as a birthday present for Margot. The readers might be able to see how close and significant Anne was to her sister Margot from this statement.
Anne joined in her first form, marking the start of her education journey, in a Montessori nursery school in Holland; and stayed there till she was six. 'First form' refers to first class in school.
And, in Anne's sixth form, she was taught by Mrs. Kuperus, who served as both her headmistress and teacher. Mrs. Kuperus and Anne both shed tears as they bid Anne farewell because of their strong bond.
Typically, when it's time to say farewell to our favourite person, the majority of us become anxious and frustrated. And the saddest part is that childhood age is when we lack the maturity to control our emotions in comparison to adults. The same thing had happened to Anne as well because she had grown so attached to Mrs. Kuperus that leaving her had made her feel quite sad as a kid.
And in \(1941\), Anne's grandma became unwell and underwent surgery shortly after, and so Anne's birthday passed with little celebration.
Despite having surgery and receiving medication, Anne's grandmother passed away in January \(1942\). Nobody knows how Anne, who adored her grandmother dearly, was constantly reminded of her.
Due to her grandmother's illness, Anne's birthday celebration was not grandly celebrated in \(1941\), thus it was determined to make up for it next year. The next thing Anne writes is that she felt inspired to write her diary on June \(20\) because her family was doing so well.
The final line provides a hint that Anne's life will not be easy after that time.
In this paragraph, Anne expresses her anxiety and fear to Kitty (her diary), describing how her entire class was terrified as they awaited their results. 'Quaking in its boots' is an idiomatic expression used to convey someone's fear or nervousness. It seemed that the results were really unpredictable and so it was up to teachers to decide whom to promote to the next class or hold them back in the same class. And many of Anne's friends were making bets as to who will pass or who will stay back.
Anne and her friend G.N. kept laughing the whole day, looking at the two boys behind them, C.N and Jacques who betted the amount of their entire holiday savings. The two boys kept repeating sentences like, “You’re going to pass”, “No, I’m not”, “Yes, you are”, “No, I’m not” that entire day. And so neither Anne's friend G's polite request nor Anne's angry warning did help in making them calm. Anne felt that many of her classmates should not be permitted to go to the next level because, in her opinion, they were not qualified.
While awaiting exam results, Anne was unconcerned about herself or her friends because she was confident that everyone would pass their examinations and be promoted, with the exception of math, about which she was unsure. She didn't lose hope, though, and urged them to wait until the results were out. Aside from that, Anne and her pals eventually convinced one another not to give up.
Then Anne proceeded to talk about her teachers, describing how she got along well with them. And among them were two women and seven men who were teachers. Although Anne did not have any problems with any of the nine teachers, her math teacher, Mr. Keesing, remained problematic for her. The cause of this was Mr. Keesing's persistent irritation with Anne's talkativeness.
Mr. Keesing initially gave Anne multiple warnings, and when none of them was effective, he then punished her by giving her more homework. It was to write an essay on the subject of "Chatterbox ". As she had no idea what to write about for such a topic, Anne wasn't taking it seriously. She had thus jotted down the topic at the moment in her notebook, kept the notebook in her bag, and tried to be silent in class.
After finishing all of her assignments that day, Anne was reminded of her punishment and decided to complete the task that Mr. Keesing had assigned her. She did not know how to proceed with the topic Mr. Keesing had assigned her. So, she was lost in her own thoughts for a while thinking about the content of the topic.
The phrase "chewing the tip of my fountain pen" suggests that she was deeply thinking about the theme of "Chatterbox" and also that she was in an uncomfortable state of thought. It also indicates how deeply ingrained Anne's thoughts were in it. It's because, according to Anne, she didn't want to write an essay for the sake of writing an essay; rather, she wanted to present her ideas in the essay more convincingly so that the need for talking could be supported.
Anne wrote about "Chatterbox" for a total of three pages thanks to her introspective thoughts and her desire to acquire favourable points on the need to discuss. Additionally, she emphasised in the essay that talkativeness is a trait that students possess and that she inherited this characteristic from her mother. As a result, she has been unable to completely control her tendency to talk excessively but makes an effort to do so.
As mentioned earlier, the math teacher, in Anne's recall, was frequently irritated by her talkativeness. As punishment for talking in class, he assigned her additional homework. The first punishment was having to compose an essay about "Chatterbox," which the author found odd. She thought over the subject and decided to offer specific justifications for speaking. Although she can't entirely stop talking, she stated in the essay that she will attempt to improve herself.
Mr. Keesing began to laugh the following day as he read out Anne's persuasive essay. Even after receiving punishment, Anne continued to make the same error of conversing during Keesing's class. Because of this, Mr. Keesing gave Anne his second punishment, which was to write an essay with the title "An Incorrigible Chatterbox". Mr. Keesing gave Anne a second topic due to the reason she had not changed her talkative nature.
The following punishment included the word "incorrigible" because Mr. Keesing was certain that Anne's talkative nature had not changed despite his punishment, and she had continued to chatter during his class. Anne again disrupted the class by talking, which made Keesing upset and forced him to punish her once more. And for the third time, Anne was forced to write on a topic named "Quack, Quack, Quack, Said Mistress Chatterbox"
Children frequently take breaks throughout class to talk and play with friends. Readers are brought back to their own school days by Anne.
While Anne was receiving her third punishment and the third topic appeared ridiculous, the entire class started to laugh, and even though Anne may have thought the situation was awkward, she eventually joined in. The worst part is that Anne had already expressed all of her ideas in her first two essays and had nothing new to say in her third essay because the topics were so similar.
Fortunately, Sanne, a talented poet and friend of Anne, offered to help Anne write her third essay in verse, which made Anne happy. Although Anne had been forced to write essays by Mr. Keesing in an effort to make her feel guilty about her talkative nature, Anne played it very carefully in an effort to make Mr. Keesing feel the punishment was fruitless.
Anne was bright and naughty in all of her actions, and she even turned things that are thought to be negative into positive ones.
Thankfully, Anne's third assignment turned out fantastic. Of the three assignments she had written, her third one was the most successful. It was a humorous poem that told the tale of three ducklings that were bit by their father duck because of their noisy nature.
Thankfully, Mr. Keesing did not take the poem seriously and started to read it aloud to Anne's class while adding his own comments. Additionally, he read the poem to other classes as well. Mr. Keesing did stop punishing her, and Anne was then free to speak without receiving any punishment. But after that, Mr. Keesing allegedly began making jokes, hinting that he had grown friendly towards his pupils.
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