The Miracle Worker Act 2

Read this scene from The Miracle Worker Act 2.

HELEN in her customary unkempt state is tucking her doll in the bottom drawer as a cradle, the contents of which she has dumped out, creating as usual a fine disorder.

How do these stage directions add meaning to the play?

• The stage directions explain the historical time period.

• The stage directions describe Helen’s manner of speaking.

• The stage directions show how characters react to Helen.

• The stage directions provide characterization of Helen.

Tags

CCSS.RL.5.10

CCSS.RL.5.2

CCSS.RL.5.3

CCSS.RL.5.5

CCSS.RL.6.3

Read this excerpt from The Miracle Worker Act 3.

ANNIE [PRESENTLY]: I taught her one thing, no. Don’t do this, don’t do that—

KELLER: It’s more than all of us could, in all the years we—

ANNIE: I wanted to teach her what language is. I wanted to teach her yes.

KELLER: You will have time.

ANNIE: I don’t know how. I know without it to do nothing but obey is—no gift, obedience without understanding is a—blindness, too. Is that all I’ve wished on her?

KELLER [GENTLY]: No, no—

ANNIE: Maybe.

Based on the dialogue, which statement best describes Annie?

• She is not satisfied with what she has taught Helen.

• She is convinced that Helen will be a success.

• She is proud of the vocabulary Helen is learning.

• She is concerned that Helen’s disobedience will return.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

Read this excerpt from a play.

(The scene reveals a school auditorium in Anytown, USA. The lights begin to dim. Students slide to the front of their chairs, craning their necks toward the stage. All eyes work to refocus in the dim light. Sounds of movement can be heard from behind the curtain. A muffled cymbal is heard, as though an instrument has been bumped in the shuffle.)

NARRATOR: May I have your attention please?

JUAN: (He is seated in the middle of a crowded row, and he leans to speak to his friend.) I wish they would just come on, already.

KEV: (whispering) They introduce this show the same way every year.

Which setting detail best reveals the mood of suspense?

• The scene reveals a school auditorium in Anytown, USA.

• Students slide to the front of their chairs, craning their necks toward the stage.

• Sounds of movement can be heard from behind the curtain.

• He is seated in the middle of a crowded row, and he leans to speak to his friend.

Tags

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

Read this scene from The Miracle Worker Act 2.

The only room visible in the KELLER house is ANNIE’S, where by lamplight ANNIE in a shawl is at a desk writing a letter; at her bureau HELEN in her customary unkempt state is tucking her doll in the bottom drawer as a cradle, the contents of which she has dumped out, creating as usual a fine disorder.

ANNIE mutters each word as she writes her letter, slowly, her eyes close to and almost touching the page, to follow with difficulty her penwork.

ANNIE: ". . . and, nobody, here, has, attempted, to, control, her. The, greatest, problem, I, have, is, how, to, discipline, her, without, breaking, her, spirit.”

(Resolute voice) "But, I, shall, insist, on, reasonable, obedience, from, the, start—”

(At which point HELEN, groping about on the desk, knocks over the inkwell. ANNIE jumps up, rescues her letter, rights the inkwell, grabs a towel to stem the spillage, and then wipes at HELEN’S hands. . . .)

Which setting detail establishes the time period and advances the action?

• the doll

• the lamp

• the inkwell

• the drawer

Tags

CCSS.RL.4.5

CCSS.RL.5.10

CCSS.RL.5.2

CCSS.RL.5.3

CCSS.RL.5.5

Read this excerpt from The Miracle Worker Act 2.

KATE: But does that—

(She imitates with her fingers.)

—mean that to her?

ANNIE: No. No, she won’t know what spelling is till she knows what a word is.

KATE: Yet you keep spelling to her. Why?

ANNIE [CHEERILY]: I like to hear myself talk!

KATE: The Captain says it’s like spelling to the fence post.

Annie [A PAUSE]: Does he, now.

KATE: Is it?

What does the dialogue reveal about Kate?

• She is eager to befriend Annie.

• She is kind to her children.

• She is curious about Annie’s methods.

• She is well-educated about sign language.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

Read this scene from The Miracle Worker Act 2.

([ANNIE] lets HELEN feel the smile on her face.

HELEN sits with a scowl, which suddenly clears; she pats the doll, kisses it, wreathes her face in a large artificial smile, and bears the doll to the washstand, where she carefully sits it.)

How do these stage directions add meaning to the play?

• The stage directions explain the characters’ facial expressions.

• The stage directions describe Annie’s manner of speaking.

• The stage directions illustrate the appearance of the room.

• The stage directions reveal the historical time period.

Tags

CCSS.RL.5.10

CCSS.RL.5.2

CCSS.RL.5.3

CCSS.RL.5.5

CCSS.RL.6.3

Read this excerpt from a play.

(The stage lights illuminate a classroom. Tidy rows of desks face a wood stove, a chalkboard, and a teacher’s desk. Piles of books and papers adorn the teacher’s desk. A young girl and teacher are speaking quietly.)

TEACHER: The primary children are studying poetry this afternoon, and I need your assistance. (She gathers a stack of textbooks and hands them to her student.) Please choose a few poems and have the children read along with you.

MARGO: (She reaches for a book) Yes, ma’am. I always enjoy reading to the young ones.

(MARGO retreats to a chair by the window and begins flipping through a book. Two boys sit nearby, giggling about a picture that one of them has drawn.)

Which setting detail reveals the time period?

• “Tidy rows of desks face a wood stove, a chalkboard, and a teacher’s desk.”

• “She gathers a stack of textbooks and hands them to her student.”

• “MARGO retreats to a chair by the window and begins flipping through a book.”

• “Two boys sit nearby, giggling about a picture that one of them has drawn.”

Tags

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

Read this excerpt from The Miracle Worker Act 2.

ANNIE: No, it’s how I watch you talk to Mildred.

KATE: Mildred.

ANNIE: Any baby. Gibberish, grown-up gibberish, baby-talk gibberish, do they understand one word of it to start? Somehow they begin to. If they hear it, I’m letting Helen hear it.

KATE: Other children are not—impaired.

ANNIE: Ho, there’s nothing impaired in that head. It works like a mousetrap!

Based on the dialogue, which statement best describes Annie?

• She recognizes Helen’s potential.

• She admires Kate’s parenting skills.

• She believes that Helen will someday hear.

• She encourages Helen to play with Mildred.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

Read this excerpt from a play.

(The scene opens on a room full of people. There are photographs lining the table, and each one shows the same person at various stages of life. There are pictures of him as a young boy, other pictures of him on athletic teams, family pictures, and a graduation picture. That same young man stands in the middle of the room, shaking hands with an adult. He then turns to address the group.)

JESSE: (loudly) Thank you so much for coming. I am so glad you could all be here today. This is too much. (He looks around, indicating the streamers, balloons, and cake.)

GUEST: We wouldn’t miss it! We heard there would be cake. . . .

JESSE: There is! But first, I want to thank all of you for the support you’ve given me throughout school. You’ve helped me study, earn money, and stay out of trouble, and finish school. (He pauses, stepping in front of the table and looking at his parents.) I could never have done it without you.

Which setting detail reveals the celebratory mood?

• “There are photographs lining the table, and each one shows the same person at various stages of life.”

• “That same young man stands in the middle of the room, shaking hands with an adult.”

• “He looks around, indicating the streamers, balloons, and cake.”

• “He pauses, stepping in front of the table and looking at his parents.”

Tags

CCSS.RL.4.7

CCSS.RL.5.10

CCSS.RL.5.2

CCSS.RL.5.3

CCSS.RL.5.5

Read this excerpt from a play.

(The scene begins aboard a whale-watching boat. Many students slouch on benches, others lean lazily on ferry railings. A few students thumb through shiny brochures, shaking their heads and grumbling quietly.)

GREGOR: This is not what I expected.

OMAR: Yeah. Whale watching? More like wave watching. What a rip off.

(OMAR turns to a whale picture in his brochure and holds it up to the group. A few heads nod, but it is not the reaction he hoped for. He retreats to a quiet bench. A splash a few yards out in the water stirs the group, and many rise.)

GREGOR: That’s more like it. Guys, c’mere. Look here, just below the surface. (Students lean forward, many pull phones and cameras from their coat pockets.)

Which setting detail advances the action of the scene?

• Many students slouch on benches, others lean lazily on ferry railings.

• A few students thumb through shiny brochures, shaking their heads and grumbling quietly.

• Omar turns to a whale picture in his brochure and holds it up to the group.

• A splash a few yards out in the water stirs the group, and many rise.

Tags

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3