Fri 12.05.25 - Parent & Immigration Poems

📝 Original Content (English)

Instructions: as we read today's poems, highlight/underline specific words, phrases, descriptions, figures of speech, etc., that reveal the speaker's tone (attitude) toward their subject (what they are writing about).

The speaker's tone in this poem is…

•Grateful

Muna Abdulahi - The Unwritten Letter from my Immigrant Parent

Poetry Response: why does this letter remain "unwritten?" Why doesn't the speaker in the poem share these feelings with their daughter? Explain.

The speaker's tone in this poem is…

•Proud

>>OPTION 1: choose one of the poems on today's page and analyze its tone using the following ClEvR format.

Tone Analysis Paragraph(ClEvR)

•CLAIM: identify the TONE of the poem (what is the speaker's attitude toward the subject they are writing about?).

"In the poem '_______________________________' by __________________________ , the author creates a _____________________tone."

•EVIDENCE:cite specific words, phrases, comparisons, figures of speech, etc., that CREATE/REVEAL that tone.

"For example, in the poem _(specific words/phrases/descriptions/images/figures of speech that create that tone)_ ."

•REASONING:EXPLAIN how/why the evidence creates or reveals the tone you identified.

"These details help create a _______________ tone by/because _____________________________________________________________ ."

Response:(how does the speaker feel about their subject, and how can you tell? 3 sentences minimum)

•In the poem, the tone of was showing pride and determination but it was also a bit more serious especially in the first couple lines she was a bit harsh to herself and her daughter. The use of contrast shows a serious tone. For example, in the poem, the author says " I expect everything but less from you" is a good example for determined because it is showing the mothers feelings for her daughter. The speaker also says " The best of me lives in you" , this is a good example of pride because the word best and lives in you is showing a lot of pride in her daughter. These details help create a serious but determined tone because she doesn't want to have the same experience that she had. She shows that in a lot of her lines of life.

>>OPTION 2:using today's texts as a model, write a "copy/change" poem that describes…

•Something your parents/guardians have done for you, and how you feel about it (e.g. "Raincoat")
•How the mother from Inside Out & Back Again feels about immigrating to Alabama, and her children's experiences in a new country (e.g. "Elena").
•What your parents/guardians may want to say to you(e.g. "Unwritten Letter").

Your poem should use specific word choices,descriptions, figures of speech, etc., to communicate a CLEAR TONE(how your speaker feels about the subject of your poem), and should be at least 12 lines in length.

Your Poem…

🇨🇳 翻译内容 (Chinese)

说明：在阅读今天的诗歌时，请高亮/下划线标出具体的词语、短语、描述、修辞手法等，这些内容揭示了说话者对其主题（他们所写的内容）的语气（态度）。

这首诗中说话者的语气是……

•感激的

Muna Abdulahi - 我的移民父母未曾写下的信

诗歌回应：为什么这封信仍然“未曾写下”？诗中的说话者为什么不与女儿分享这些感受？请解释。

这首诗中说话者的语气是……

•自豪的

>>选项1：选择今天页面上的一首诗，并使用以下ClEvR格式分析其语气。

语气分析段落(ClEvR)

•主张：识别诗歌的语气（说话者对其所写主题的态度是什么？）。

“在诗歌《_______________________________》中，作者__________________________ 营造了一种_____________________的语气。”

•证据：引用具体的词语、短语、比较、修辞手法等，这些内容创造/揭示了该语气。

“例如，在诗歌中 _（创造该语气的具体词语/短语/描述/意象/修辞手法）_ 。”

•推理：解释证据如何/为何创造或揭示了你所识别的语气。

“这些细节通过/因为_____________________________________________________________ 帮助营造了一种_______________的语气。”

回应：（说话者对其主题有何感受，以及你如何判断？至少3句话）

•在这首诗中，语气表现出骄傲和决心，但也略显严肃，尤其是在开头的几行中，她对自己和女儿都有些严厉。对比的使用展现了一种严肃的语气。例如，在诗中，作者说“我期望你一切都好，但绝不低于此”是决心的一个很好的例子，因为它表达了母亲对女儿的感情。说话者还说“我最好的一部分活在你身上”，这是自豪的一个很好的例子，因为“最好”和“活在你身上”这些词语表达了她对女儿的极大自豪。这些细节有助于营造一种严肃而坚定的语气，因为她不希望女儿经历她曾有过的相同经历。她在许多生活诗句中都表达了这一点。

>>选项2：以今天的文本为范本，写一首“复制/改编”诗，描述……

•你的父母/监护人为你做过的事情，以及你对此的感受（例如：“Raincoat”）
•《由内而外，再而归》中的母亲对移民阿拉巴马州以及她的孩子在新国家的经历有何感受（例如：“Elena”）。
•你的父母/监护人可能想对你说的话（例如：“未曾写下的信”）。

你的诗歌应使用具体的词语选择、描述、修辞手法等，以传达清晰的语气（你的说话者对诗歌主题的感受），并且长度应至少为12行。

你的诗歌……

🖼️ Images Found on This Page

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Description: The image displays a poem titled "The Raincoat" by Ada Limón, presented as a single block of text on the left side of the page. To the right, there is a simple line-art illustration of a hooded raincoat with rain lines falling around it, visually complementing the poem's title and theme.

🇨🇳 描述： 图像显示了一首题为《雨衣》的诗歌，作者是艾达·利蒙，诗歌以单段文本的形式呈现在页面的左侧。右侧是一幅简单的线条画插图，画的是一件带帽雨衣，周围有雨线落下，在视觉上与诗歌的标题和主题相得益彰。

📝 Extracted Text:

The Raincoat Ada Limón When the doctor suggested surgery and a brace for all my youngest years, my parents scrambled to take me to massage therapy, deep tissue work, osteopathy, and soon my crooked spine unspooled a bit, I could breathe again, and move more in a body unclouded by pain. My mom would tell me to sing songs to her the whole forty-five minute drive to Middle Two Rock Road and forty- five minutes back from physical therapy. She’d say, even my voice sounded unfettered by my spine afterward. So I sang and sang, because I thought she liked it. I never asked her what she gave up to drive me, or how her day was before this chore. Today, at her age, I was driving myself home from yet another spine appointment, singing along to some maudlin but solid song on the radio, and I saw a mom take her raincoat off and give it to her young daughter when a storm took over the afternoon. My god, I thought, my whole life I’ve been under her raincoat thinking it was somehow a marvel that I never got wet.

🇨🇳 提取文本：

雨衣艾达·利蒙当医生建议我在年幼时就做手术，戴上矫正器，我的父母忙不迭地带我去做按摩、深层组织治疗、整骨疗法，很快，我弯曲的脊椎有所舒展，我又可以呼吸了，身体不再被疼痛笼罩，活动也更自如了。妈妈会让我给她唱歌，从家到“中二石路”的四十五分钟车程，以及从理疗诊所回来的四十五分钟，全程都要唱。她会说，之后连我的声音都听起来不再受脊椎束缚了。于是我唱啊唱，因为我以为她喜欢听。我从没问过她为了送我付出了什么，也没问过她在这件“差事”之前的一天过得怎么样。今天，到了她当年的年纪，我正从又一次脊椎复诊的路上开车回家，跟着收音机里一首略带伤感却充满力量的歌哼唱。我看到一位妈妈脱下雨衣，递给她的年幼女儿，当时一场暴风雨正席卷下午。我的天，我想，我这一生都躲在她的雨衣下，还以为自己从未淋湿是多么不可思议的事。

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Description: This OneNote page provides an educational guide on understanding and analyzing "tone" in text. It defines tone, distinguishes it from mood, and offers a word bank with examples of tone words categorized under "Confused," "Hopeful," and "Bitter." The page also outlines key elements to analyze for identifying tone, such as diction, figurative language, and imagery, and lists common mistakes to avoid during tone identification and analysis.

🇨🇳 描述： 本OneNote页面提供了一份学习指南，旨在帮助理解和分析文本中的“基调”。它定义了基调，将其与“氛围”区分开来，并提供了一个基调词汇表，其中包含归类为“困惑”、“充满希望”和“苦涩”的基调词示例。该页面还概述了识别基调的关键分析要素，例如措辞、修辞手法和意象，并列出了在基调识别和分析过程中应避免的常见错误。

📝 Extracted Text:

DEFINING TONE ❖ Tone is the author or speaker’s **attitude** toward his/her subject. ❖ In other words, how the author **feels** about the people, places, or events he/she describes in a text. ❖ Be sure to avoid **confusing** tone with **MOOD**, which refers to the emotional atmosphere of a text. WORD BANK – TONE EXAMPLES Confused | Hopeful | Bitter ---|---|--- Sympathetic | Sarcastic | Angry Humorous | Insistent | Reflective Joyful | Regretful | Grateful Disappointed | Confident | Concerned Arrogant | Determined | Proud Conflicted | Bitter | Anxious Frustrated | Pessimistic | Embarrassed Mocking | Admiring | Defiant Discouraged | Demanding | Outraged | Jealous | IDENTIFYING TONE IN TEXT Analyze an author’s use of: ❖ **Diction** or choice of words. Do the chosen words have *positive* or *negative connotations*? ❖ **Figurative Language**, which includes comparisons (*simile* & *metaphor*), *personification*, *symbolism*, etc. Are the comparisons *favorable* or *unfavorable*? ❖ **Imagery & Sensory Details**, or “*word* *pictures*” and *descriptions* of how things look, sound, taste, smell, and feel. TONE IDENTIFICATION/ANALYSIS Mistakes to avoid: ❖ **Don’t make assumptions** about a speaker’s tone based on subject alone. A speaker’s attitude is often *unexpected/unpredictable* ❖ **Don’t settle** for “tone words” that are *vague* or *slightly inaccurate*. The different types of attitudes is *nearly unlimited*, so be **specific** *(DON’T use “positive/negative/happy/sad”)* ❖ **Don’t focus on a single word or image**, consider the tone of the passage as a whole *(and also watch for tone shifts at the end)*

🇨🇳 提取文本：

定义语气 ❖ 语气是作者或说话者对其主题的**态度**。 ❖ 换句话说，就是作者对其文本中描述的人物、地点或事件的**感受**。 ❖ 务必避免将语气与**氛围**混淆，氛围指的是文本的**情感气氛**。词汇库 – 语气示例困惑的 | 充满希望的 | 苦涩的 ---|---|--- 同情的 | 讽刺的 | 愤怒的幽默的 | 坚持的 | 反思的愉快的 | 懊悔的 | 感激的失望的 | 自信的 | 担忧的傲慢的 | 坚定的 | 自豪的矛盾的 | 怨恨的 | 焦虑的沮丧的 | 悲观的 | 尴尬的嘲弄的 | 钦佩的 | 反抗的气馁的 | 苛刻的 | 义愤填膺的 | 嫉妒的 | 识别文本中的语气分析作者对以下方面的运用： ❖ **措辞**或词语选择。所选词语是带有*积极*还是*消极的内涵*？ ❖ **修辞手法**，包括比较（*明喻*和*暗喻*）、*拟人*、*象征*等。这些比较是*有利的*还是*不利的*？ ❖ **意象与感官细节**，即“*文字画面*”以及对事物**外观**、**声音**、**味道**、**气味**和**触感**的*描述*。语气识别/分析应避免的错误： ❖ **不要仅凭主题**就对说话者的语气**妄下判断**。说话者的态度往往是*出人意料/不可预测的*。 ❖ **不要满足于**那些*模糊*或*略微不准确*的“语气词”。态度的种类*几乎是无限的*，因此要**具体**（*不要使用“积极/消极/快乐/悲伤”*）。 ❖ **不要只关注一个词或一个意象**，要考虑整段文字的语气**整体**（*也要注意结尾处的**语气转变**）。

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Description: The image displays an educational OneNote page featuring a poem titled "Elena" by Pat Mora, published in 1984. It includes an introductory note about the author and her work, a photograph of a person sitting outdoors with a book, and copyright/licensing information. The page is structured for a student, with spaces for "Name" and "Class" at the top.

🇨🇳 描述： 图片展示了一个用于教学的OneNote页面，其中包含帕特·莫拉（Pat Mora）创作的诗歌《埃琳娜》（Elena），该诗于1984年出版。页面上有一段关于作者及其作品的介绍性说明，一张一个人坐在户外看书的照片，以及版权/许可信息。该页面是为学生设计的，顶部留有填写“姓名”和“班级”的空白处。

📝 Extracted Text:

Name: _________ Class: _________ COMMONLIT Elena By Pat Mora 1984 Pat Mora, an author and poet from El Paso, Texas, often writes about life on the Mexico-United States border where she grew up. She frequently uses code switching, alternating between two or more languages, and is an advocate of bilingual literacy and cultural diversity. As you read, take notes on the narrator’s feelings about her role in her family and society. [1] My Spanish isn’t good enough. I remember how I’d smile listening to my little ones, understanding every word they’d say, [5] their jokes, their songs, their plots, Vamos a pedirle dulces a mamá. Vamos. ¹ But that was in Mexico. Now my children go to American high schools. They speak English. At night they sit around [10] the kitchen table, laugh with one another. I stand by the stove, feel dumb, alone. I bought a book to learn English. My husband frowned, drank beer. My oldest said, “Mamá, he doesn’t want you [15] to be smarter than he is.” I’m forty embarrassed mispronouncing words, embarrassed at the laughter of my children, the grocer, the mailman. Sometimes I take My English book and lock myself in the bathroom, say the thick words softly, [20] for if I stop trying, I will be deaf when my children need my help. "People Girl Woman Sitting Alone Outside Reading" by Stock Snap is licensed under CC0. "Elena" is reprinted with permission from the publisher "My Own True Name: New and Selected Poems for Young Adults 1984-1999" by Pat Mora. Copyright © 2000 by Arte Público Press - University of Houston. Unless otherwise noted, this content is licensed under the CC BY-NC-SA 4.0 license 1. “Let’s ask Mom for some sweets. Let’s go!” 1

🇨🇳 提取文本：

姓名：_________ 班级：_________ COMMONLIT 埃琳娜帕特·莫拉著 1984年帕特·莫拉（Pat Mora）是一位来自德克萨斯州埃尔帕索的作家兼诗人，她经常以自己成长的美墨边境生活为题材进行创作。她经常使用语码转换（在两种或更多语言之间切换），并倡导双语读写能力和文化多样性。阅读时，请记录叙述者对自己在家庭和社会中角色的感受。 [1] 我的西班牙语不够好。我记得我曾微笑着听我的孩子们说话，听懂他们说的每一个字， [5] 他们的笑话、他们的歌、他们的计谋， “Vamos a pedirle dulces a mamá. Vamos.” ¹ 但那是在墨西哥。现在我的孩子们上美国高中。他们说英语。晚上他们围坐在 [10] 厨房的桌子旁，互相说笑。我站在炉子旁，感觉自己又笨又孤独。我买了一本书学英语。我丈夫皱着眉，喝着啤酒。我的大孩子说：“妈妈，他不想让你 [15] 比他聪明。” 我四十岁了，为发错音而尴尬，为孩子们的笑声而尴尬，为杂货店老板、邮递员的笑声而尴尬。有时我拿起我的英语书，把自己锁在浴室里，轻轻地念着那些拗口的词， [20] 因为如果我停止尝试，当我的孩子们需要帮助时，我就会变得“耳聋”。图片“People Girl Woman Sitting Alone Outside Reading”由Stock Snap提供，采用CC0许可。《埃琳娜》经出版商许可，转载自帕特·莫拉的《我真正的名字：1984-1999年青少年新诗选》。版权所有 © 2000 Arte Público Press - 休斯顿大学。除非另有说明，本内容采用CC BY-NC-SA 4.0许可协议。 1. “我们去向妈妈要些糖果吧。走吧！”

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Description: The image displays a white page from an educational resource titled "Text-Dependent Questions," featuring the COMMONLIT logo at the top right. It presents four multiple-choice questions, each with four options (A, B, C, D), designed to assess comprehension and analysis of a poem (which is not included in the image). The questions inquire about the poem's theme, character relationships, contribution of specific lines, and shifts in tone.

🇨🇳 描述： 图片显示了一页教育资源白纸，标题为“文本相关问题”，右上角有COMMONLIT的标志。它呈现了四个多项选择题，每个问题有四个选项（A、B、C、D），旨在评估对一首诗歌的理解和分析能力（诗歌本身未包含在图片中）。这些问题询问了诗歌的主题、人物关系、特定诗句的作用以及语气的转变。

📝 Extracted Text:

COMMONLIT Text-Dependent Questions Directions: For the following questions, choose the best answer or respond in complete sentences. 1. Which of the following statements best describes a major theme of the poem? A. Being excluded can lead a person to feel alone and ashamed. B. Children learn new languages easily while most adults struggle. C. Lacking knowledge impacts a person's ability to be a good parent. D. Determination and hard work will eventually have successful results. 2. How do the events in the poem shape the relationship between the speaker and her children? A. The speaker feels needed by her children because they have moved to a new country. B. The speaker feels separated from her children because they no longer spend time with her. C. The speaker feels uninvolved with her children because they are in high school and independent. D. The speaker feels excluded by her children because she no longer understands their stories and jokes. 3. How do lines 17-19 contribute to the development of the poem's theme? A. The speaker owns only one English book, and she needs to hide it from her husband. B. The speaker hides in the bathroom because she worries that someone will discover her secret. C. The speaker practices alone in her bathroom because she is embarrassed and wants to understand English. D. The speaker lives in a small house, and she can only find privacy if she locks herself in the family's bathroom. 4. How do lines 8-11 show a change in the tone of the poem? A. The tone shifts from desperate to hopeful. B. The tone changes from connected to lonely. C. The tone shifts from admiring to disapproving. D. The tone changes light-hearted to mean-spirited. 2

🇨🇳 提取文本：

COMMONLIT 文本相关问题说明：对于以下问题，请选择最佳答案或用完整的句子回答。 1. 以下哪项陈述最能概括这首诗的一个主要主题？ A. 被排斥会让人感到孤独和羞愧。 B. 孩子学习新语言很容易，而大多数成年人则很吃力。 C. 缺乏知识会影响一个人成为好父母的能力。 D. 决心和努力最终会带来成功的结果。 2. 诗中发生的事件如何影响了说话者和她的孩子之间的关系？ A. 说话者觉得她的孩子需要她，因为他们搬到了一个新国家。 B. 说话者觉得与她的孩子疏远了，因为他们不再和她一起度过时光。 C. 说话者觉得与她的孩子没有参与感，因为他们已经上高中并且独立了。 D. 说话者觉得被她的孩子排斥了，因为她不再理解他们的故事和笑话。 3. 第17-19行如何推动了这首诗主题的发展？ A. 说话者只有一本英文书，她需要把它藏起来不让丈夫发现。 B. 说话者躲在浴室里，因为她担心有人会发现她的秘密。 C. 说话者独自在浴室里练习，因为她感到尴尬并想理解英语。 D. 说话者住在一个小房子里，只有把自己锁在家里浴室才能找到隐私。 4. 第8-11行如何展现了这首诗语气的转变？ A. 语气从绝望转变为充满希望。 B. 语气从亲密转变为孤独。 C. 语气从钦佩转变为不赞同。 D. 语气从轻松愉快转变为刻薄。 2

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Description: The image displays a OneNote page featuring a poem titled "The Unwritten Letter From My Immigrant Parents." An introductory note in a shaded box provides context about the author, Muna Abdulahi, a Somali-American poet, activist, student, and teacher, whose family history as a child of a refugee influences the poem. The poem itself is presented in multiple stanzas, exploring themes of immigration, parental aspirations for a first-generation child, and the complexities of cultural identity.

🇨🇳 描述： 图片显示了一个OneNote页面，上面有一首题为《我移民父母未曾写下的信》的诗歌。一个阴影框中的介绍性说明提供了作者穆娜·阿卜杜拉希（Muna Abdulahi）的背景信息，她是一位索马里裔美国诗人、活动家、学生和教师，其作为难民子女的家庭历史影响了这首诗。诗歌本身以多节形式呈现，探讨了移民、父母对第一代子女的期望以及文化认同的复杂性等主题。

📝 Extracted Text:

Muna Abdulahi is a Somali-American living in Minneapolis. She describes herself as a poet, activist, student, and teacher. She is the child of a refugee. That family history is at the forefront in the following poem. The Unwritten Letter From My Immigrant Parents My daughter When you came up to me at five years old and told me you wanted to be just like me when you grew up Parents are usually filled with joy But me My heart dropped to the floor because I wasn't my daughter I couldn't bear to tell you at five years old I wasn't you Are too young and to spoiled to understand My daughter I pray to god everyday you don't understand what it's like to be me How it feels to work endless hours day in and day out and still have time to spend endless nights trying to know a language that doesn't even know how to pronounce you correctly That tells you to go back to a country many die to escape from My daughter I did not bring you here to be anything like me You see the reason I push you to be a lawyer or a doctor isn't because of the money it was never about the money It is because we live in a system that expects nothing but less from you so in this household I expect everything but less from you My daughter You are called first generation for a reason It is because the American dream was never meant for me It was always, always meant for you So my daughter take my culture and our native tongue and speak, learn, jump, fail, fall, speak, learn, jump, fail, fall, and get back up, my daughter The best of me lives in you So speak Muna Abdulahi

🇨🇳 提取文本：

穆娜·阿卜杜拉希是一位居住在明尼阿波利斯的索马里裔美国人。她自称是诗人、活动家、学生和教师。她是难民的子女。这一家族历史在下面的诗歌中占据了核心位置。我移民父母未曾写下的信我的女儿当你五岁时走到我身边告诉我长大后想成为像我一样的人父母通常会感到喜悦但我我的心沉到了谷底，因为我不是我的女儿我无法忍心在你五岁时告诉你我不是你你太小了，也太娇生惯养了，无法理解我的女儿，我每天向上帝祈祷你永远不懂做我意味着什么不懂日复一日地无休止工作是何感受却仍要花无数个夜晚去学习一门语言一门甚至不知道如何正确发音你的名字的语言一门告诉你回到一个许多人拼死逃离的国家的语言我的女儿，我把你带到这里，不是为了让你像我一样你看，我督促你成为律师或医生，不是因为钱从来都不是为了钱而是因为我们生活在一个对你期望甚低的体制中所以在这个家里，我对你的期望是，除了低期望，什么都可以我的女儿你被称为“第一代”是有原因的因为美国梦从来不属于我它一直，一直都只属于你所以我的女儿，带着我的文化和我们的母语去说，去学，去跳，去失败，去跌倒，去说，去学，去跳，去失败，去跌倒，然后重新站起来，我的女儿我最好的一切都活在你身上所以，去说吧穆娜·阿卜杜拉希

📄 Fri 12.05.25 - Parent & Immigration Poems

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