Question
THERESA: I know what I’ll do. I’ll head straight for the porch to watch the clouds build and the lightning flash. I want to get a comfortable chair so I won’t have to sit on the floor. MOM (In warning tone): Only if there are no tornado warnings. Remember: “Rain may help our gardens grow, But watch out when the strong winds blow.” OLIVIA: That’s right. (Recites) “When the tornado sirens sound, You are safest underground.”
RYAN (Annoyed): We know, we know. (In a singsong voice) And. . . “When lightning flashes you can see, Never stand under a tall tree.” DAD: It’s good to hear you kids remember all those sayings. We want you to be safe. (Dramatically) I love to see lightning split the sky and feel the floor shake and hear windows rattle from thunder rumbles as much as everyone else in this family. . .(He suddenly notices MITCHELL.) except for—(All heads turn to look at MITCHELL. DAD shakes his head sadly.) We need to do something about that boy. (MITCHELL becomes aware that everyone is looking at him and slowly lowers his book.) MITCHELL: What? What did I do this time? STEPHEN (With disgust): You haven’t done anything. . .yet. THERESA: No, but I’ll bet that at the first sign of a decent thunderstorm, you’ll run to one of your hiding places. OLIVIA: Like under your bed. RYAN: Or in a closet. STEPHEN: Oh, Mitch, aren’t you embarrassed that you hate storms when Storm is your own last name?
MITCHELL (Matter-of-factly): I don’t hate storms. I just like it quiet. MOM: Now, kids, teasing isn’t going to solve anything. We’re a family. Let’s put our heads together and think of a way to help Mitch feel more comfortable during a storm so he’ll join us on the porch. (As family members get into a huddle, thunder rumbles*. [See Production Notes for all stage directions followed by asterisks.] MITCHELL looks around and sneaks off to bedroom, where he curls up on the bed.)
In 1-2 sentences, analyze the effects of the figurative language used in lines 1-24
RYAN (Annoyed): We know, we know. (In a singsong voice) And. . . “When lightning flashes you can see, Never stand under a tall tree.” DAD: It’s good to hear you kids remember all those sayings. We want you to be safe. (Dramatically) I love to see lightning split the sky and feel the floor shake and hear windows rattle from thunder rumbles as much as everyone else in this family. . .(He suddenly notices MITCHELL.) except for—(All heads turn to look at MITCHELL. DAD shakes his head sadly.) We need to do something about that boy. (MITCHELL becomes aware that everyone is looking at him and slowly lowers his book.) MITCHELL: What? What did I do this time? STEPHEN (With disgust): You haven’t done anything. . .yet. THERESA: No, but I’ll bet that at the first sign of a decent thunderstorm, you’ll run to one of your hiding places. OLIVIA: Like under your bed. RYAN: Or in a closet. STEPHEN: Oh, Mitch, aren’t you embarrassed that you hate storms when Storm is your own last name?
MITCHELL (Matter-of-factly): I don’t hate storms. I just like it quiet. MOM: Now, kids, teasing isn’t going to solve anything. We’re a family. Let’s put our heads together and think of a way to help Mitch feel more comfortable during a storm so he’ll join us on the porch. (As family members get into a huddle, thunder rumbles*. [See Production Notes for all stage directions followed by asterisks.] MITCHELL looks around and sneaks off to bedroom, where he curls up on the bed.)
In 1-2 sentences, analyze the effects of the figurative language used in lines 1-24
Answers
GPT-4o mini
The figurative language in lines 1-24, such as the vivid imagery in "lightning split the sky" and "feel the floor shake," evokes a sense of excitement and anticipation for storms, contrasting sharply with Mitchell's discomfort. This juxtaposition emphasizes the family's enthusiasm for thunderstorms while highlighting Mitchell's isolation and the need for understanding within their dynamics.
RYAN: I’ll look behind the curtains. (Goes into living room, starts to move curtains aside) DAD: Hmm. (Looks under bed) He’s not under his bed. Where could he be?
RYAN (Quietly; to himself): Well, I’ll be. . . (Puts curtains back in place, then shouts) Mom! Dad! Everyone. Come here! I’ve found him! (Everyone rushes into living room.) ALL (Ad lib): Where is he? I don’t see him. Is he still scared? (Etc.) RYAN (Proudly): Look! (Throws open the curtains. MITCHELL is sitting on the porch, his back to the family, earmuffs over his ears.) MOM (Shaking her head): I don’t believe it! STEPHEN: Would you look at that! OLIVIA: He figured it out for himself! (Family files out the door to the porch. MITCHELL turns and notices them.) MITCHELL (Lifting up one side of earmuffs): I don’t mind a good storm. I just like it quiet. (Large crack of thunder is heard.) DAD: All right, everybody—inside! It’s not safe to be out here during an electrical storm. We’ll enjoy the show from the comfort—and safety—of the living room. (Another large crack of thunder is heard and family ad libs excited chatter and laughter as curtain falls.)
The poet’s use of figurative language, like ______________ creates an effect of _______________.
*HINT* Remember to include what type of figurative language the poet is using!
Example: The poet’s use of simile creates the effect of showing the speaker’s lover’s dual nature.
For example, in the poem it says that “_______________”.
Example: For example, he says “my love is like a red, rose.”
This shows that, ___________________.
Example: For example, by comparing his love to rose, the speaker sees the beauty (and sweet smell) of his lover, he also acknowledges that she must be treated carefully so as not be a victim of her thorns.
In conclusion, ____________________.
1-4 sentences explain a conclusion that can be drawn about the play
RYAN (Quietly; to himself): Well, I’ll be. . . (Puts curtains back in place, then shouts) Mom! Dad! Everyone. Come here! I’ve found him! (Everyone rushes into living room.) ALL (Ad lib): Where is he? I don’t see him. Is he still scared? (Etc.) RYAN (Proudly): Look! (Throws open the curtains. MITCHELL is sitting on the porch, his back to the family, earmuffs over his ears.) MOM (Shaking her head): I don’t believe it! STEPHEN: Would you look at that! OLIVIA: He figured it out for himself! (Family files out the door to the porch. MITCHELL turns and notices them.) MITCHELL (Lifting up one side of earmuffs): I don’t mind a good storm. I just like it quiet. (Large crack of thunder is heard.) DAD: All right, everybody—inside! It’s not safe to be out here during an electrical storm. We’ll enjoy the show from the comfort—and safety—of the living room. (Another large crack of thunder is heard and family ad libs excited chatter and laughter as curtain falls.)
The poet’s use of figurative language, like ______________ creates an effect of _______________.
*HINT* Remember to include what type of figurative language the poet is using!
Example: The poet’s use of simile creates the effect of showing the speaker’s lover’s dual nature.
For example, in the poem it says that “_______________”.
Example: For example, he says “my love is like a red, rose.”
This shows that, ___________________.
Example: For example, by comparing his love to rose, the speaker sees the beauty (and sweet smell) of his lover, he also acknowledges that she must be treated carefully so as not be a victim of her thorns.
In conclusion, ____________________.
1-4 sentences explain a conclusion that can be drawn about the play
GPT-4o mini
The playwright’s use of imagery creates an effect of warmth and humor amidst the anxiety of storms. For example, when Ryan shouts, “I’ve found him!” after discovering Mitchell on the porch with earmuffs on, it adds a comedic surprise that lightens the tension around Mitchell's fear. This shows that while Mitchell seeks to manage his discomfort during storms, his family continues to support and understand his needs in a playful manner.
In conclusion, the play highlights the importance of family unity and acceptance, showing that differences in preferences—like Mitchell’s dislike for loud storms—can be embraced and addressed with love and creativity.
In conclusion, the play highlights the importance of family unity and acceptance, showing that differences in preferences—like Mitchell’s dislike for loud storms—can be embraced and addressed with love and creativity.
Ghost Lake's a dark lake, a deep lake and cold: Ice black as ebony, frostily scrolled; Far in its shadows a faint sound whirs; Steep stand the sentineled deep, dark firs. A brisk sound, a swift sound, a ring-tinkle-ring; Flit-flit,--a shadow with a stoop and a swing, Flies from the shadow through the crackling cold. Ghost Lake's a deep lake, a dark lake and old! Leaning and leaning with a stride and a stride, hands locked behind him, scarf blowing wide, Jeremy Randall skates, skates late, Star for a candle, moon for a mate. Black is the clear glass now that he glides, Crisp is the whisper of long lean strides, Swift is his swaying - but pricked ears hark. None comes to Ghost Lake late after dark! Cecily only--yes it is she! Stealing to Ghost Lake, tree after tree, Kneeling in snow by the still lake side, Rising with feet winged, gleaming, to glide. Dust of the ice swirls. Here is his hand. Brilliant his eyes burn. Now, as was planned, Arm across arm twined, laced to his side, Out on the dark lake lightly they glide.
The playwright uses dramatic elements such as _____________ and ____________to enhance the play by _______________.
For example, in the scene it says that “_______________”.
This shows that, ___________________.
In conclusion, ____________________.
1-4 sentces
he excerpt from the play is included in the test. Be sure to base your answer on the excerpt provided for you on the test. N otice that the promt revers to “dramatic elements.” That means that you need to identify and explain two different dramatic elements in your answer.
The playwright uses dramatic elements such as _____________ and ____________to enhance the play by _______________.
For example, in the scene it says that “_______________”.
This shows that, ___________________.
In conclusion, ____________________.
1-4 sentces
he excerpt from the play is included in the test. Be sure to base your answer on the excerpt provided for you on the test. N otice that the promt revers to “dramatic elements.” That means that you need to identify and explain two different dramatic elements in your answer.
GPT-4o mini
The playwright uses dramatic elements such as **imagery** and **characterization** to enhance the play by creating a vivid, atmospheric setting and developing the connection between the characters.
For example, in the scene it says that “Jeremy Randall skates, skates late, Star for a candle, moon for a mate.” This shows that Jeremy is in tune with his surroundings and highlights the enchanting, almost magical quality of the night, setting a tone of adventure.
In conclusion, the imagery and characterization work together to immerse the audience in Ghost Lake's mysterious ambiance while illustrating the romantic bond between Jeremy and Cecily, deepening the emotional impact of their shared experience.
For example, in the scene it says that “Jeremy Randall skates, skates late, Star for a candle, moon for a mate.” This shows that Jeremy is in tune with his surroundings and highlights the enchanting, almost magical quality of the night, setting a tone of adventure.
In conclusion, the imagery and characterization work together to immerse the audience in Ghost Lake's mysterious ambiance while illustrating the romantic bond between Jeremy and Cecily, deepening the emotional impact of their shared experience.