Students will be able to identify and analyze the speaker's tone (attitude) toward their subject in poetry by highlighting specific words, phrases, descriptions, and figures of speech.
Students will be able to apply the ClEvR (Claim, Evidence, Reasoning) format to analyze poetic tone.
Students will be able to creatively write a "copy/change" poem that communicates a clear tone, using mentor texts as models.
Tone: The author or speaker's attitude toward their subject, distinct from mood (the emotional atmosphere of a text). (from image: IMAGE 3, "DEFINING TONE")
Identifying Tone: Analyze diction (word choice, connotations), figurative language (similes, metaphors, personification, symbolism), and imagery/sensory details. (from image: IMAGE 3, "IDENTIFYING TONE IN TEXT")
ClEvR Format: A structured approach for literary analysis, including a Claim (identifying tone), Evidence (citing specific text), and Reasoning (explaining how evidence reveals tone).
This OneNote page guides students through an exploration of tone in poetry, using three distinct poems focusing on themes of family, immigration, and parental sacrifice. The page begins with general instructions to highlight elements revealing tone as poems are read.
The poems provided are "The Raincoat" by Ada Limón (from image: IMAGE 2, depicting the poem and a raincoat illustration), "Elena" by Pat Mora (from image: IMAGE 4, showing the poem and author context), and "The Unwritten Letter from my Immigrant Parent" by Muna Abdulahi (from video: "Muna Abdulahi - The Unwritten Letter from my Immigrant Parent" and image: IMAGE 7, providing author context and the poem text). A comprehensive guide on defining and identifying tone, including a word bank and common mistakes to avoid, is also included (from image: IMAGE 3).
Students are given two options for their assignment: Option 1 involves analyzing the tone of one poem using the ClEvR format, while Option 2 challenges them to write a "copy/change" poem inspired by the day's texts, focusing on communicating a clear tone and being at least 12 lines long.
Question: Poetry Response: why does this letter remain "unwritten?" Why doesn't the speaker in the poem share these feelings with their daughter? Explain.
Teacher Reference Answer: The letter in Muna Abdulahi's poem "The Unwritten Letter From My Immigrant Parents" remains unwritten because the parent wishes to shield their daughter from the hardships and sacrifices they endured as an immigrant. The speaker believes the daughter is "too young and too spoiled to understand" the struggles of working endless hours and learning a new language in a system that "expects nothing but less from you." The parent's ultimate desire is for the daughter to achieve the "American dream" that was "always, always meant for you," and sharing these burdens might inadvertently hinder her path or create a sense of guilt. The unwritten nature of the letter emphasizes the unspoken weight of parental love and aspiration.
Question: The speaker's tone in this poem is… (referring to "The Raincoat" by Ada Limón, from image: IMAGE 2)
Answered By Alan:
Art Teacher Feedback: You've done a great job identifying "Grateful" as a key emotion in "The Raincoat," which is definitely present in the speaker's reflection on her mother's actions. It shows you're picking up on the emotional core of the poem.
Revision Suggestion: Consider adding a specific phrase from the poem that shows this gratitude, like "My god, I thought, my whole life I’ve been under her raincoat…" to strengthen your answer.
Question: The speaker's tone in this poem is… (referring to "Elena" by Pat Mora, from image: IMAGE 4)
Answered By Alan:
Art Teacher Feedback: It's interesting that you chose "Proud" for "Elena." While the speaker might feel a sense of pride in her children, the poem primarily focuses on her personal struggle. You're thinking about the speaker's feelings, which is a good start!
Revision Suggestion: Think about words like 'conflicted' or 'determined' from our tone word bank to better describe the speaker's feelings about learning English and her role in the family.
Question: Response:(how does the speaker feel about their subject, and how can you tell? 3 sentences minimum) (referring to the ClEvR Tone Analysis for "The Unwritten Letter From My Immigrant Parents" by Muna Abdulahi, from video: "Muna Abdulahi - The Unwritten Letter from my Immigrant Parent" and image: IMAGE 7)
Answered By Alan:
Art Teacher Feedback: You've done a fantastic job using the ClEvR structure here, Alan! You clearly identified multiple aspects of the tone and provided specific textual evidence from the poem. It's great that you're noticing the complexity of the speaker's feelings, including both pride and a more serious, determined side.
Revision Suggestion: To strengthen your reasoning, try explaining *how* "I expect everything but less from you" specifically conveys determination, rather than just stating it's an example. For instance, you could say, "This line conveys determination because it shows the mother's high expectations and unwavering resolve for her daughter's future."
Question: 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.
Teacher Reference Answer: The goal of this assignment is for students to creatively apply their understanding of tone by crafting their own poem. Using the provided mentor texts, students should choose a personal or character-based theme and express a clear, consistent tone through deliberate word choice, vivid descriptions, and figurative language. The poem should demonstrate an understanding of how poetic elements contribute to the overall attitude of the speaker, and meet the minimum length requirement of 12 lines.
学生将能够通过突出特定的词语、短语、描述和修辞手法，识别并分析诗歌中说话者对其主题的语气（态度）。
学生将能够运用 ClEvR（主张、证据、推理）格式来分析诗歌语气。
学生将能够以范文为模型，创造性地写一首“复制/修改”诗歌，传达清晰的语气。
语气： 作者或说话者对其主题的态度，与情绪（文本的情感氛围）不同。（来自图片：图片 3，“定义语气”）
识别语气： 分析措辞（词语选择、内涵）、比喻性语言（明喻、暗喻、拟人、象征）以及意象/感官细节。（来自图片：图片 3，“文本中的语气识别”）
ClEvR 格式： 一种结构化的文学分析方法，包括主张（识别语气）、证据（引用具体文本）和推理（解释证据如何揭示语气）。
此 OneNote 页面引导学生通过三首不同的诗歌探索诗歌中的语气，这些诗歌侧重于家庭、移民和父母牺牲的主题。页面首先给出了一般说明，要求学生在阅读诗歌时突出揭示语气的元素。
提供的诗歌包括 Ada Limón 的《雨衣》（来自图片：图片 2，描绘了诗歌和雨衣插图）、Pat Mora 的《埃琳娜》（来自图片：图片 4，展示了诗歌和作者背景），以及 Muna Abdulahi 的《我移民父母未写的信》（来自视频：“Muna Abdulahi - 我移民父母未写的信”和图片：图片 7，提供了作者背景和诗歌文本）。还包括一份关于定义和识别语气的综合指南，其中包含词库和常见错误提示（来自图片：图片 3）。
学生有两项作业选择：选项 1 是使用 ClEvR 格式分析一首诗歌的语气，而选项 2 则要求他们根据当天的文本创作一首“复制/修改”诗歌，重点是传达清晰的语气，并且至少有 12 行。
问题： 诗歌回应：为什么这封信仍然“未写”？诗歌中的说话者为什么不与女儿分享这些感受？请解释。
教师参考答案： Muna Abdulahi 诗歌《我移民父母未写的信》中的信件之所以未写，是因为父母希望保护女儿免受他们作为移民所经历的艰辛和牺牲。说话者认为女儿“太年轻、太娇生惯养，无法理解”在一个“除了让你变得更差之外别无所求”的体制中，无休止地工作和学习新语言的挣扎。父母的最终愿望是让女儿实现“美国梦”，这个梦想“一直、一直都是为你而设的”，而分享这些负担可能会无意中阻碍她的道路或产生负罪感。信件未写的性质强调了父母之爱和抱负的无言之重。
问题： 这首诗中说话者的语气是……（指 Ada Limón 的《雨衣》，来自图片：图片 2）
Alan 的回答：
美术老师反馈： 你在《雨衣》中将“感激”识别为一个关键情感，做得非常出色，这在说话者对母亲行为的反思中确实存在。这表明你抓住了诗歌的情感核心。
修改建议： 考虑从诗歌中添加一个具体短语来表达这种感激，例如“我的天，我想，我一生都在她的雨衣下……”以加强你的答案。
问题： 这首诗中说话者的语气是……（指 Pat Mora 的《埃琳娜》，来自图片：图片 4）
Alan 的回答：
美术老师反馈： 你为《埃琳娜》选择了“自豪”很有趣。虽然说话者可能对她的孩子感到自豪，但诗歌主要关注她个人的挣扎。你正在思考说话者的感受，这是一个好的开始！
修改建议： 思考我们语气词库中的“矛盾”或“坚定”等词语，以更好地描述说话者学习英语和她在家庭中角色的感受。
问题： 回应：（说话者对他们的主题有何感受，以及你是如何判断的？至少 3 句话）（指 Muna Abdulahi 的《我移民父母未写的信》的 ClEvR 语气分析，来自视频：“Muna Abdulahi - 我移民父母未写的信”和图片：图片 7）
Alan 的回答：
美术老师反馈： Alan，你在这里使用 ClEvR 结构做得非常出色！你清晰地识别了语气的多个方面，并提供了诗歌中具体的文本证据。你注意到说话者情感的复杂性，包括自豪和更严肃、坚定的一面，这很棒。
修改建议： 为了加强你的推理，试着解释“我期望你一切都好，而不是更差”是如何具体传达决心的，而不仅仅是说明它是一个例子。例如，你可以说：“这句话传达了决心，因为它显示了母亲对女儿未来的高期望和坚定不移的决心。”
问题： 选项 2：以今天的文本为模型，写一首“复制/修改”诗歌，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《雨衣》）；《由内而外，再而归》中的母亲对移民到阿拉巴马州以及她的孩子在新国家的经历有何感受（例如《埃琳娜》）；你的父母/监护人可能想对你说的话（例如《未写的信》）。你的诗歌应使用具体的词语选择、描述、修辞手法等来传达清晰的语气（你的说话者对诗歌主题的感受），并且长度至少为 12 行。
教师参考答案： 本次作业的目标是让学生通过创作自己的诗歌，创造性地运用他们对语气的理解。学生应使用提供的范文，选择一个个人或基于角色的主题，并通过精心选择的词语、生动的描述和比喻性语言来表达清晰、一致的语气。诗歌应展示对诗歌元素如何有助于说话者整体态度的理解，并满足至少 12 行的最低长度要求。