From the Diary of Anne Frank: Complete Guide

Explore “From the Diary of Anne Frank” with an engaging summary, word meanings, detailed Q&A, and extract-based MCQs. Perfect for Class 10 exam preparation.

Summary of From the Diary of Anne Frank

Anne Frank’s diary, written during World War II, captures the thoughts and experiences of a young Jewish girl living in hiding from the Nazis. At thirteen, Anne begins writing to her imaginary friend, “Kitty,” expressing her feelings of loneliness and longing for a true confidant. Despite having a loving family, Anne finds solace in her diary, sharing her life in the “Secret Annex,” where her family hides for two years.

Anne’s entries reflect her lively personality and sharp wit. She describes her school experiences, her fondness for her father, and her creative way of handling punishments from teachers, particularly Mr. Keesing. Her humor and resilience shine through even under dire circumstances.

The diary ends tragically as the family is betrayed and sent to concentration camps. Only her father survives. Her diary, published posthumously, remains a powerful symbol of hope, courage, and the human spirit amidst unimaginable adversity.

Explanation of From the Diary of Anne Frank

1. Why Anne Started Writing a Diary

Anne felt the need for a true friend to confide in, which led her to start writing in her diary, affectionately named Kitty. She believed that paper had more patience than people and wanted to share her inner thoughts and feelings.

2. Anne’s Perspective on Friendship

Despite having many acquaintances, Anne felt isolated due to the lack of a deep connection. Her diary became a substitute for the emotional closeness she yearned for but couldn’t find in others.

3. Her Humour and Wit

Anne’s diary entries highlight her sense of humour, especially in the episode with Mr Keesing. When assigned essays as punishment for talking, she cleverly turned the assignments into amusing anecdotes, even composing a poem mocking the situation.

4. The Classroom Dynamics

Anne describes the anxiety in her class before exams. She observes her classmates and teachers with a mix of affection and sharp insight, pointing out their unpredictability.

5. Anne’s Strong Family Bonds

Anne reflects on her loving family, sharing memories of her grandmother and her affection for her father. These recollections showcase her deep emotional connections and gratitude for her upbringing.

Word Meaning of From the Diary of Anne Frank

Word	Meaning
Musings	Thoughts or reflections.
Listless	Lacking energy or interest.
Confide	To share private matters with someone one trusts.
Plunked down	Casually placed or put down.
Incorrigible	Impossible to correct or reform.
Ingenuity	Originality and inventiveness.
Quaking in its boots	Trembling with fear or nervousness.
Rambling	Talking or writing aimlessly for a long time.
Inherited traits	Qualities passed down from parents to their offspring.
Convincing	Persuasive and believable.
Solemn	Serious and formal.
Anecdote	A short, amusing or interesting story about a real incident or person.

Oral Comprehension Check – I (Q&A)

1. What makes writing in a diary a strange experience for Anne Frank? (From the Diary of Anne Frank)
Writing in a diary is strange for Anne because she has never written before and feels that no one, including herself, would be interested in the musings of a thirteen-year-old schoolgirl.

2. Why does Anne want to keep a diary? (From the Diary of Anne Frank)
Anne wants to keep a diary because she feels isolated and lacks a true friend to confide in. She treats her diary as a substitute for that missing companionship.

3. Why did Anne think she could confide more in her diary than in people? (From the Diary of Anne Frank)
Anne believed she could be more open with her diary because paper has more patience than people, who often judge or misunderstand her feelings.

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Oral Comprehension Check – II (Q&A)

1. Why does Anne provide a brief sketch of her life? (From the Diary of Anne Frank)
Anne provides a brief sketch of her life to give context to her story and ensure that her readers, including her imaginary friend Kitty, can understand her better.

2. What tells you that Anne loved her grandmother? (From the Diary of Anne Frank)
Anne fondly remembers her grandmother, expresses her sorrow over her death, and lights a candle for her during birthday celebrations. This shows her deep affection and respect for her grandmother.

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Oral Comprehension Check – III (Q&A)

1. Why was Mr Keesing annoyed with Anne? What did he ask her to do? (From the Diary of Anne Frank)
Mr Keesing was annoyed with Anne because she talked excessively in class. As punishment, he asked her to write an essay on the topic “A Chatterbox.”

2. How did Anne justify her being a chatterbox in her essay? (From the Diary of Anne Frank)
Anne argued that talking was a trait she had inherited from her mother and, despite her best efforts, she could not completely cure herself of it.

3. Do you think Mr Keesing was a strict teacher? (From the Diary of Anne Frank)
Mr Keesing was initially strict, but he later displayed a sense of humour and appreciation for Anne’s creativity. This balance of strictness and kindness suggests he was fair rather than overly strict.

4. What made Mr Keesing allow Anne to talk in class? (From the Diary of Anne Frank)
Anne’s clever poem about a mother duck and father swan made Mr Keesing laugh and appreciate her ingenuity. After that, he stopped punishing her for talking in class.

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Thinking about the Text (Q&A)

1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl? (From the Diary of Anne Frank)
No, Anne was not right. Her diary became one of the most widely read and significant documents of World War II, offering a profound glimpse into the thoughts and experiences of a young girl during a tumultuous time.

2. Compare Anne’s diary with the examples in the ‘Before You Read’ section. What language was the diary originally written in? In what way is Anne’s diary different?
Anne’s diary, originally written in Dutch, is more personal and reflective compared to the other examples, which are factual records like logs or journals. Anne’s diary reveals her innermost thoughts, emotions, and observations, making it distinct and relatable.

3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
Anne gives a sketch of her family to provide context and background for her diary entries. She treats Kitty as an insider, addressing her diary as a trusted friend who understands her completely.

4. How does Anne feel about her father, her grandmother, Mrs Kuperus, and Mr Keesing? What do these tell you about her? (From the Diary of Anne Frank)
Anne adored her father and grandmother, held fond memories of her teacher Mrs Kuperus, and found Mr Keesing amusing despite his strictness. This reflects her affectionate, observant, and forgiving nature.

5. What does Anne write in her first essay? (From the Diary of Anne Frank)
In her first essay, A Chatterbox, Anne argued that talking was an inherited trait and emphasised its importance for students. She approached the task with humour and originality.

6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
Yes, Mr Keesing is unpredictable. Despite initially punishing Anne for talking, he later appreciated her creativity, stopped assigning punishments, and started making jokes, surprising both Anne and the class.

7. What do these statements tell you about Anne Frank as a person? (From the Diary of Anne Frank)

• “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.”
  Anne is introspective and willing to accept responsibility for her lack of close friendships.
• “I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.”
  Anne seeks emotional depth and connection, treating her diary as a confidant rather than a mere record.
• “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.”
  Anne had a playful and humorous way of describing events, showcasing her wit.
• “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.”
  Anne is sharp, observant, and unafraid to express her opinions about her classmates and teachers.
• “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.”
  Anne is clever, resourceful, and enjoys intellectual challenges.

Question and Answer of From the Diary of Anne Frank

Very Short Answer Type Questions

1. Why did Anne start writing a diary?
Anne started writing a diary because she felt the lack of a true friend with whom she could share her thoughts and feelings.

2. What name did Anne give her diary?
Anne named her diary Kitty.

3. Why did Mr Keesing give Anne extra homework? (From the Diary of Anne Frank)
Mr Keesing gave Anne extra homework because she talked too much in class.

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Short Answer Type Questions

1. How did Anne feel about having no close friends? (From the Diary of Anne Frank)
Anne felt lonely despite having a family and many acquaintances. She could not confide in anyone about her personal thoughts, which is why she began writing in her diary.

2. What does Anne reveal about her family in her diary? (From the Diary of Anne Frank)
Anne talks about her loving parents, her elder sister Margot, and her late grandmother. She shares anecdotes about her upbringing and expresses her deep love for her family.

3. How did Anne make the essay assignments interesting? (From the Diary of Anne Frank)
Anne added humour and creativity to her essays. In one, she defended talking as an inherited trait, and in another, she used poetry to craft a humorous tale about chatterboxes.

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Long Answer Type Questions

1. Do you think Mr Keesing was a strict teacher? Support your answer with examples. (From the Diary of Anne Frank)
Mr Keesing initially seemed strict, as he assigned Anne extra essays for her chatter. However, he showed a sense of humour by laughing at Anne’s creative work and even reading her poem aloud to other classes. This balance of discipline and humour suggests he was a fair teacher.

2. What does Anne’s diary reveal about her personality? (From the Diary of Anne Frank)
Anne’s diary reveals that she was introspective, witty, and highly observant. She had a sharp sense of humour, as seen in her essays for Mr Keesing. Despite her circumstances, she remained thoughtful and yearned for a deeper connection with others.

Extract-Based MCQs from the Diary of Anne Frank

Extract 1:

“Paper has more patience than people.”

Questions:

1. What does Anne mean by this statement?
   a) Paper never complains.
   b) Writing on paper is more effective than talking to people.
   c) People often interrupt and judge.
   d) Paper is easily accessible.
2. Why does Anne prefer writing to speaking?
   a) She lacks a true friend.
   b) She loves literature.
   c) She has excellent writing skills.
   d) She is shy in public.
3. What does this statement tell us about Anne?
   a) She is thoughtful and introspective.
   b) She is secretive.
   c) She dislikes people.
   d) She is impatient.

Answer Key:

1. c) People often interrupt and judge.
2. a) She lacks a true friend.
3. a) She is thoughtful and introspective.

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Extract 2:

“My father, the most adorable father I’ve ever seen, didn’t marry my mother until he was thirty-six and she was twenty-five.”

Questions:

1. What does Anne express about her father in this sentence?
   a) Admiration.
   b) Disappointment.
   c) Resentment.
   d) Criticism.
2. Who is Anne referring to in this extract?
   a) Otto Frank.
   b) Mr Keesing.
   c) Margot Frank.
   d) Her teacher.
3. What does the phrase “most adorable” suggest?
   a) Anne’s strong bond with her father.
   b) Anne’s admiration for her mother.
   c) Anne’s neutral opinion about her parents.
   d) Anne’s preference for her grandmother.

Answer Key:

1. a) Admiration.
2. a) Otto Frank.
3. a) Anne’s strong bond with her father.

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Extract 3:

“The only subject I’m not sure about is maths. Anyway, all we can do is wait.”

Questions:

1. What emotion is Anne conveying in this statement?
   a) Nervousness.
   b) Excitement.
   c) Indifference.
   d) Anger.
2. What does Anne mention as her weak subject?
   a) Maths.
   b) History.
   c) Science.
   d) Literature.
3. How does Anne handle the anxiety of exams?
   a) By staying hopeful.
   b) By avoiding studies.
   c) By making excuses.
   d) By blaming others.

Answer Key:

1. a) Nervousness.
2. a) Maths.
3. a) By staying hopeful.

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Extract 4:

“Mr Keesing, the old fogey who teaches maths, was annoyed with me for ages because I talked so much.”

Questions:

1. Why did Mr Keesing call Anne a chatterbox?
   a) She talked a lot in class.
   b) She laughed at him.
   c) She did not complete her homework.
   d) She wrote poems in class.
2. What does Anne’s humour about Mr Keesing reveal about her?
   a) She respected him.
   b) She disliked him.
   c) She found his punishments amusing.
   d) She ignored him.
3. What does the term “old fogey” suggest about Mr Keesing?
   a) He was strict but humorous.
   b) He was young and kind.
   c) He was old-fashioned.
   d) He was extremely lenient.

Answer Key:

1. a) She talked a lot in class.
2. c) She found his punishments amusing.
3. c) He was old-fashioned.

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Extract 5:

“I finished my poem, and it was beautiful! It was about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much.”

Questions:

1. Why did Anne write a poem instead of an essay?
   a) To make it humorous and creative.
   b) She lacked time for an essay.
   c) Mr Keesing asked for a poem.
   d) She copied it from a book.
2. What does this reveal about Anne’s ingenuity?
   a) She was creative and witty.
   b) She avoided punishments.
   c) She disliked writing essays.
   d) She enjoyed exaggerating stories.
3. How did Mr Keesing react to the poem?
   a) He was amused and shared it with others.
   b) He scolded Anne for being rude.
   c) He ignored the poem.
   d) He gave her another punishment.

Answer Key:

1. a) To make it humorous and creative.
2. a) She was creative and witty.
3. a) He was amused and shared it with others.

Extra Questions: From the Diary of Anne Frank

Very Short Answer Type Questions

1. What did Anne call her diary, and why?
Anne called her diary Kitty, as she wanted to treat it as a close friend and confidant.

2. What was Anne’s relationship with her grandmother?
Anne was deeply attached to her grandmother and often thought about her even after her passing.

3. How did Mr Keesing respond to Anne’s poem?
Mr Keesing was amused by Anne’s poem and shared it with other classes, appreciating her creativity.

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Short Answer Type Questions

1. Why did Anne feel that paper had more patience than people?
Anne believed paper would not judge or interrupt her, unlike people who often failed to understand or empathise with her thoughts.

2. How did Anne try to defend her chatter in her first essay?
In her essay, Anne argued that talking was an inherited trait from her mother and thus, impossible to control. She promised to try but knew it was part of her nature.

3. What does the classroom scenario reveal about Anne’s perspective on exams?
Anne found exams stressful but managed her anxiety with humour and optimism. She observed her classmates’ behaviour and noted the unpredictability of the teachers.

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Long Answer Type Questions

1. How does Anne’s relationship with Mr Keesing evolve over time?
Initially, Mr Keesing was annoyed by Anne’s chatter and gave her extra essays as punishment. However, Anne’s clever responses, including her witty poem, amused him. This led to a change in his attitude, and he eventually stopped punishing her and started making jokes instead.

2. What does Anne’s diary tell us about her personality and her perspective on life?
Anne’s diary showcases her maturity, wit, and observational skills. She was introspective, yearning for deeper relationships, yet maintained a light-hearted attitude even during difficult situations. Her ability to find humour in challenges reflects her resilience and optimism.

Thinking about the Language

I. (Compound Words) Look at the following words.

• headmistress
• long-awaited
• homework
• notebook
• stiff-backed
• outbursts

These words are compound words. They are made up of two or more words.

Compound words can be:

• nouns: headmistress, homework, notebook, outbursts
• adjectives: long-awaited, stiff-backed
• verbs: sleep-walk, baby-sit
  Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence.

ANSWER:

1. Heartbreaking – Producing great sadness
   Sentence: The movie’s ending was so heartbreaking that it left the audience in tears.
2. Homesick – Missing home and family very much
   Sentence: After a week at the hostel, Rohan felt homesick and called his family.
3. Blockhead – An informal word which means a very stupid person
   Sentence: John forgot the directions again; his friends jokingly called him a blockhead.
4. Law-abiding – Obeying and respecting the law
   Sentence: As a law-abiding citizen, she always paid her taxes on time.
5. Overdo – Do something to an excessive degree
   Sentence: Don’t overdo the salt in the soup, or it will ruin the taste.
6. Daydream – Think about pleasant things, forgetting about the present
   Sentence: The teacher caught Sara daydreaming instead of taking notes during class.
7. Breakdown – An occasion when vehicles/machines stop working
   Sentence: Their car had a breakdown on the way to the airport, causing them to miss the flight.
8. Output – Something produced by a person, machine or organisation
   Sentence: The factory increased its output to meet the rising demand for goods.

II. Phrasal Verbs

1. The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).
   (i) plunge (right) in (iii) ramble on
   (ii) kept back (iv) get along with

ANSWER:

Here are the meanings of the given phrasal verbs with example sentences for clarity:

1. Plunge (right) in
   Meaning: To start doing something with enthusiasm and without hesitation.
   Sentence: She decided to plunge right in and start her new project without overthinking.
2. Kept back
   Meaning: To hold someone or something back; to prevent progress.
   Sentence: The heavy rains kept back the workers from completing the construction on time.
3. Ramble on
   Meaning: To talk or write for a long time in a way that is boring or confusing.
   Sentence: The professor would often ramble on about unrelated topics during his lectures.
4. Get along with
   Meaning: To have a good, friendly relationship with someone.
   Sentence: Despite their differences, Sarah gets along with everyone in her office.

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 of 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.)

ANSWER:

The meanings often differ from the literal parts of the verbs:

1. Plunge in – speak or write without focusSentence: “Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life.”
2. Kept back – not promotedSentence: “The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.”
3. Move up – go to the next gradeSentence: “The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.”
4. Ramble on – speak or write without focusSentence: “Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments.”
5. Get along with – have a good relationship withSentence: “I get along pretty well with all my teachers.”
6. Calm down – make (them) remain quietSentence: “Even G.’s pleading glances and my angry outbursts can’t calm them down.”
7. Stay in – stay indoorsSentence: “I finally stayed where I was, brooding: Yes, paper does have more patience.”
8. Make up for – compensateSentence: “This birthday celebration in 1942 was intended to make up for the other, and Grandma’s candle was lit along with the rest.”
9. Hand in – give an assignment to a person in authority (the teacher)Sentence: “I handed it in, and Mr. Keesing had nothing to complain about for two whole lessons.”

III. Idioms

1. 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 quaking in its boots.
   • Meaning: The class is extremely nervous or fearful, particularly about something specific (the teacher’s decision on promotions in this case).
   • Example: “The players were quaking in their boots before the championship match.”
2. Until then, we keep telling each other not to lose heart.
   • Meaning: Encouraging each other not to feel discouraged or lose hope.
   • Example: “Despite the setbacks, the team kept telling each other not to lose heart.”
3. Mr Keesing was annoyed with me for ages because I talked so much.
   • Meaning: Mr. Keesing was irritated for a very long time due to Anne’s chatter.
   • Example: “She was annoyed with him for ages after he forgot her birthday.”
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.
   • Meaning: Mr. Keesing attempted to tease Anne, but she planned to turn the situation around to amuse herself and others at his expense.
   • Example: “When he tried to prank me, I made sure the joke was on him by outsmarting him.”

2. Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.
   (i) caught my eye (iii) laugh ourselves silly
   (ii) he’d had enough (iv) can’t bring myself to

ANSWER:

1. Caught my eye
   • Sentence: The vibrant painting in the gallery instantly caught my eye as I walked past.
2. He’d had enough
   • Sentence: After hours of waiting in the long queue, he’d had enough and decided to leave.
3. Laugh ourselves silly
   • Sentence: We watched a hilarious comedy show last night and laughed ourselves silly.
4. Can’t bring myself to
   • Sentence: I can’t bring myself to throw away my childhood toys, even though I don’t use them anymore.

IV. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Which other expressions with catch are listed in your dictionary?

ANSWER:

1. Catch one’s breath
   • Meaning: Pause to recover from exertion or shock.
   • Example: After running up the hill, I stopped to catch my breath.
2. Catch someone off guard
   • Meaning: Surprise someone when they are not prepared.
   • Example: The sudden announcement caught me off guard.
3. Catch someone’s eye
   • Meaning: Attract someone’s attention.
   • Example: That antique vase in the shop window caught my eye immediately.
4. Catch a cold
   • Meaning: To become ill with a cold.
   • Example: Don’t forget your jacket, or you’ll catch a cold.
5. Catch on
   • Meaning: To understand something or become popular.
   • Example: It took a while, but the students finally caught on to the new concept.
6. Catch in the act
   • Meaning: Discover someone doing something wrong.
   • Example: The thief was caught in the act by the security guard.
7. Catch up
   • Meaning: Reach the same standard or level as others.
   • Example: After missing school, she had to work hard to catch up.
8. Catch fire
   • Meaning: Start burning or become exciting/popular.
   • Example: The dry grass quickly caught fire under the summer sun.

You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.

1. break somebody’s heart
2. close/dear to heart
3. from the (bottom of your) heart
4. have a heart
5. have a heart of stone
6. your heart goes out to somebody

ANSWER:

1. Break somebody’s heart
   • Meaning: To cause someone deep emotional pain or sadness.
   • Sentence: It would break her heart to see the old family home destroyed.
2. Close/dear to heart
   • Meaning: Something that is very important or cherished by someone.
   • Sentence: Helping underprivileged children is a cause that is close to my heart.
3. From the (bottom of your) heart
   • Meaning: Sincerely and with deep emotion.
   • Sentence: I thank you from the bottom of my heart for your kindness.
4. Have a heart
   • Meaning: To show compassion or sympathy.
   • Sentence: Have a heart, and give the stray dog some food.
5. Have a heart of stone
   • Meaning: To be very cold and unfeeling.
   • Sentence: He must have a heart of stone to ignore the pleas of those in need.
6. Your heart goes out to somebody
   • Meaning: To feel deep sympathy or compassion for someone.
   • Sentence: My heart goes out to the families affected by the tragic accident.

V. Contracted Forms

1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
   For example:
   I’ve = I have
2. We have seen that some contracted forms can stand for two different full forms:
   I’d = I had or I would
   Find in the text the contracted forms that stand for two different full forms, and say what these are.

ANSWER:

1. List of contracted forms and their full forms:

Here are the contracted forms found in the text, expanded to their full forms:

• I’ve = I have
• I’d = I had / I would
• I’m = I am
• I’ll = I will
• It’s = It is
• You’re = You are
• He’s = He is / He has
• She’s = She is / She has
• We’re = We are
• They’re = They are
• Don’t = Do not
• Doesn’t = Does not
• Didn’t = Did not
• Can’t = Cannot
• Won’t = Will not
• Shouldn’t = Should not
• Wouldn’t = Would not

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2. Contracted forms with two meanings:

Some contracted forms can stand for two different full forms, depending on context:

• I’d = I had / I would
  • Example 1: I’d forgotten my homework. → I had
  • Example 2: I’d like to join the meeting. → I would
• He’s = He is / He has
  • Example 1: He’s always kind to everyone. → He is
  • Example 2: He’s gone to the store. → He has
• She’s = She is / She has
  • Example 1: She’s a wonderful friend. → She is
  • Example 2: She’s been waiting for hours. → She has
• They’ve = They have / They will
  • Example 1: They’ve already left. → They have
  • Example 2: They’ve plans to expand soon. → They will

Speaking

Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.

ANSWER:

[The door is flung open, and several men tramp in. They carry sticks, and one of them, HOB, has a hammer.]

MOB: Now where’s your husband, mistress?
MARY: In his bed. He’s sick and weary. You wouldn’t harm him!
HOB: We’re going to smash his evil work to pieces. Where’s the machine?
SECOND MAN: On the table yonder.
HOB: Then here’s the end of it!
[HOB smashes the model. MARY screams.]
HOB: And now for your husband!
MARY: Neighbours, he’s a sick man and almost a cripple. You wouldn’t hurt him!
HOB: He’s planning to take away our daily bread… We’ll show him what we think of him and his ways!
MARY: You’ve broken his machine… You’ve done enough…

Writing

Here’s an example of a diary entry following the guidelines provided in the textbook:

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Monday
Got up late in the morning (as usual!). The weather was gloomy, which matched my mood. Had a tough day at school—math quiz was a disaster. Couldn’t answer half the questions. Ugh! Need to work on it. On the bright side, had a great time at lunch chatting with friends. They’re the best distraction from a bad day.

Tuesday
Woke up early today—surprising, right? Morning was peaceful. Sat by the window with a cup of tea, just watching the world wake up. School was better than yesterday. Got an unexpected compliment from my teacher on my essay! Felt proud. Spent the evening sketching—a quiet, creative end to the day.

Wednesday
What a day! Started with a power outage—no internet, no coffee, no life! Managed to survive somehow. School was noisy—group projects are chaotic. But our group’s almost done, so there’s that. Ended the day with my favorite book. Escaping into fiction is the best way to unwind.

Thursday
Overslept today (oops!). Barely made it to school on time. Spent most of the day feeling rushed, but things got better after lunch. Joined a new club after school—debating! Excited and nervous about it. Let’s see how it goes.

Friday
Finally, Friday! The week’s been exhausting, but today felt lighter. Classes were relaxed, and the day ended with a fun game of volleyball. Felt alive after running around on the court. Pizza for dinner. Perfect end to a busy week.

Listening

This entry in the diary has been made on September 2nd (Lord’s Day) by Samuel Pepys. The person who told Pepys about the fire was called Jane. She called at three in the morning. Pepys went back to sleep because he thought the fire was far enough away to not pose a threat. Pepys rose again at seven in the morning. By then about 300 houses had been burned down. The fire had spread to Fish Street by London Bridge. Pepys then walked to the Tower, along with Sir J. Robinson’s little son.