Home › Chen, Alan (Student) › Unit 2 - Poetry › Mon 01.05.26 - MTV Strategies

📄 Mon 01.05.26 - MTV Strategies

📝 Original Content (English)

"One by one, we jump out"

Video Notes:

Video Notes:

Jumping Out of a Stolen Helicopter As It Crashes into the Sea


Question 1:

  • •

  • •     The landing was to small

Question 2:

  • •

  • •     He had to jump out of the plane

Question 3:

  • •

  • •     Leaving Vietnam safely.


Question 4:

  • •

  • •     Why was the landing so small?

Tone Analysis: how does this person feel about

the specific characters/events shown in the video?

Tone Word #1

desperate

Tone Word #2

 unfortunate


Question 1:

  • •She calls the whole family to a family meeting and she sees her 2 brothers.

Question 2:

  • •She knows that for a safe life she has to leave her home.

Question 3:

  • •She deeply cares about her home because she has lived there all her life.


Question 4:

  • •Why did we have to go to war in the first place,

Tone Analysis: how does this person feel about

the characters/events described in the poem?

Tone Word #1

Depressed

Tone Word #2

 sorrow.


End of Unit Assessment Prep:  Read the poem again. Explain and evaluate the effectiveness of this figure of speech, "How can we scramble away / like rats" (stanza 5). Remember to complete the checklist:

I identified the specific figure of speech with a quoted example.

Which specific figure of speech does the poet use (simile, metaphor, personification, etc.), and how can you tell?

I explained what the figure of speech literally means in the poem.

On the literal level, what specific situation, experience, or event is described in the text?

I explained the relationship to the figurative meaning.

On the figurative level, what is this situation, experience, or event compared to (what is this poem really about)?

I explained how the word choice (connotation) in the figure of speech reflects the tone of the poem.

Why does the poet make this comparison?  What do the objects being compared have in common?  How are they similar?  How do people usually feel about these objects, & what does this reveal about Brother Quang's feelings?

Response:(four sentences minimum)

  • •I think the figure of speech used in this line is simile because the word like is used. This figure of speech means that their family is running away from their home because of war which can relate to rats because they scramble away all the time. The poem is about how Ha's family is running away from Vietnam just like how rats run away. Scramble is a good word because this poem basically talks about Ha's family running away.

Guiding Questions: what does Inside Out & Back Again suggest about the importance of respecting different cultures?  OR, which New Years celebration from the video was your favorite, & why?  Explain.

  • •Chinese New Year because you can get red envelopes with money in them.

🇨🇳 翻译内容 (Chinese)


问题 1：

  • •

  • • 降落点太小了

问题 2：

  • •

  • • 他不得不跳出飞机

问题 3：

  • •

  • • 安全地离开越南。


问题 4：

  • •

  • • 为什么降落点这么小？

语气分析：这个人对

视频中展示的特定人物/事件有何感受？

语气词 #1

绝望

语气词 #2

不幸


问题 1：

  • •她召集全家人开家庭会议，她看到了她的两个兄弟。

问题 2：

  • •她知道为了安全的生活，她必须离开家。

问题 3：

  • •她深爱着她的家，因为她一生都住在这里。


问题 4：

  • •我们当初为什么要打仗，

语气分析：这个人对

诗歌中描述的人物/事件有何感受？

语气词 #1

沮丧

语气词 #2

悲伤。


单元评估准备：再次阅读这首诗。解释并评估这种修辞手法“我们怎能 / 像老鼠一样 / 仓皇逃窜”（第五节）的有效性。请记住完成清单：

我用引用的例子指出了具体的修辞手法。

诗人使用了哪种具体的修辞手法（明喻、暗喻、拟人等），你是如何判断的？

我解释了这种修辞手法在诗歌中的字面意思。

在字面层面上，文本描述了什么具体的情境、经历或事件？

我解释了与比喻意义的关系。

在比喻层面上，这种情境、经历或事件被比作什么（这首诗真正讲的是什么）？

我解释了修辞手法中的词语选择（内涵）如何反映诗歌的基调。

诗人为什么要进行这种比较？被比较的对象有什么共同点？它们是如何相似的？人们通常对这些对象有什么感受，这揭示了Brother Quang的感受吗？

回答：（至少四句话）

  • •我认为这句诗中使用的修辞手法是明喻，因为使用了“像”这个词。这种修辞手法意味着他们的家人因为战争而逃离家园，这可以与老鼠联系起来，因为老鼠总是仓皇逃窜。这首诗讲述了Ha的家人如何像老鼠一样逃离越南。仓皇逃窜是一个很好的词，因为这首诗基本上讲述了Ha的家人逃离的故事。

引导问题：《Inside Out & Back Again》对尊重不同文化的重要性有何启示？或者，视频中你最喜欢哪个新年庆祝活动，为什么？请解释。

  • •中国新年，因为你可以收到里面有钱的红包。

🖼️ Images Found on This Page

IMAGE Image containing text (extracted via OCR fallback)

Description: Image containing text (extracted via OCR fallback)

🇨🇳 描述： 包含文字的图片（通过OCR回退提取）

📝 Extracted Text:

Should We? Mother calls a family meeting. Ong Xuan has sold leaves of gold to buy twelve airplane tickets. Ba Nam has a van ready to load twenty-five relatives toward the coast. Mother asks us, Should we leave our home? Brother Quang says, How can we scramble away like rats, without honor, without dignity, when everyone must help rebuild the country? Brother Khéi says, What if Father comes home and finds his family gone? Brother Vti says, Yes, we must go. Everyone knows he dreams of touching the same ground where Bruce Lee walked. Mother twists her brows. I’ve lived in the North. At first, not much will happen, then suddenly Quang will be asked to leave college. Ha will come home chanting the slogans of Ho Chi Minh, and Khdi will be rewarded for reporting to his teacher everything we say in the house. Her brows twist so much we hush. April 17

🇨🇳 提取文本：

我们该走吗？ 妈妈召集了一次家庭会议。 王春卖掉了金叶子， 买了十二张飞机票。 巴南有一辆面包车， 准备载着二十五位亲戚 驶向海岸。 妈妈问我们， 我们该离开家吗？ 哥哥光说， 我们怎能像老鼠一样仓皇逃窜， 没有荣誉，没有尊严， 当每个人都必须帮助 重建国家的时候？ 哥哥凯说， 要是爸爸回来了， 发现家人都不在了怎么办？ 哥哥维提说， 是的，我们必须走。 大家都知道他梦想着 能踏上李小龙走过的土地。 妈妈眉头紧锁。 我曾在北方生活过。 一开始，什么都不会发生， 然后突然间，光 就会被要求离开大学。 霞会回家， 高唱胡志明的口号， 而凯会因为向老师汇报 我们在家里说的一切而受到奖励。 她的眉头皱得那么紧， 我们都噤声了。 4月17日

IMAGE The image displays two educational slides side-by-side, both titled "Making Thinking Visible Step Inside Strategy" and f

Description: The image displays two educational slides side-by-side, both titled "Making Thinking Visible Step Inside Strategy" and featuring an MTV-like logo. The left slide explains the purpose of the strategy, which is to explore different perspectives, and lists four guiding questions for students to answer from a character's viewpoint. The right slide further elaborates on the strategy's benefit in determining tone and presents "Character Options" with three labeled portraits: "Son, Miki Nguyen," "Pilot/Father, Major Nguyen," and "Commanding Officer of USS Kirk, Paul Jacobs."

🇨🇳 描述： 图片并排展示了两张教育幻灯片，标题均为“让思维可见：走进策略”，并带有一个类似MTV的标志。左侧幻灯片解释了该策略的目的，即探索不同的视角，并列出了四个引导性问题，供学生从一个角色的视角进行回答。右侧幻灯片进一步阐述了该策略在确定语气方面的益处，并展示了“角色选项”，配有三张带标签的肖像：“儿子，阮美琪 (Miki Nguyen)”、“飞行员/父亲，阮少校 (Major Nguyen)”和“柯克号指挥官，保罗·雅各布斯 (Paul Jacobs)”。

📝 Extracted Text:

Making Thinking Visible Step Inside Strategy The purpose of the “Step Inside” strategy is to provide students with an opportunity to explore different perspectives or viewpoints as they try to imagine events, issues, or situations differently. □ Step inside the role of one of the characters in the video (use “I;” see options on next slide) □ Answer the following questions: 1. What can this person see, observe, or notice? 2. What might this person know, understand, or believe? 3. What might this person value or care deeply about? 4. What might this person wonder about or question? Making Thinking Visible Step Inside Strategy “Stepping Inside” a specific character’s point of view/perspective can be especially helpful in determining tone (how that character FEELS about a particular object/person/event/experience/etc.). Character Options... Son, Miki Nguyen Pilot/Father, Major Nguyen Commanding Officer of USS Kirk, Paul Jacobs

🇨🇳 提取文本：

让思考可视化 代入式策略 “代入式策略”的目的是为学生提供一个机会，让他们在尝试以不同方式想象事件、问题或情境时，能够探索不同的视角或观点。 □ 代入视频中某个角色的身份（使用“我”的视角；参见下一页的选项） □ 回答以下问题： 1. 这个人能看到、观察到或注意到什么？ 2. 这个人可能知道、理解或相信什么？ 3. 这个人可能重视或深切关心什么？ 4. 这个人可能对什么感到好奇或质疑？ 让思考可视化 代入式策略 “代入”特定角色的观点/视角，在理解该角色对某个特定物体/人物/事件/经历等的感受（即语气或情感基调）方面特别有帮助。 角色选项... 儿子，阮美琪 飞行员/父亲，阮少校 “柯克号”驱逐舰舰长，保罗·雅各布斯

IMAGE The image displays two side-by-side sections from an educational OneNote page, both titled "Making Thinking Visible Step

Description: The image displays two side-by-side sections from an educational OneNote page, both titled "Making Thinking Visible Step Inside Strategy" and featuring an MTV-style logo. The left section introduces the "Step Inside" strategy, explaining its purpose to explore different perspectives by stepping into a character's role and answering four specific questions. The right section further elaborates on the strategy's benefit in determining a character's tone and lists three character options: Brother Khoi, Brother Vu, and Mother.

🇨🇳 描述： 图片显示了一个教学OneNote页面中的两个并排区域，两者标题均为“让思考可视化：走进策略”，并带有一个MTV风格的标志。左侧区域介绍了“走进”策略，解释了其目的在于通过代入一个角色的身份并回答四个具体问题来探索不同的视角。右侧区域进一步阐述了该策略在确定角色语气方面的益处，并列出了三个角色选项：Khoi哥哥、Vu哥哥和母亲。

📝 Extracted Text:

Making Thinking Visible Step Inside Strategy The purpose of the "Step Inside" strategy is to provide students with an opportunity to explore different perspectives or viewpoints as they try to imagine events, issues, or situations differently. □ Step inside the role of one of the characters in the poem (use "I;" see options on next slide) □ Answer the following questions: 1. What can this person see, observe, or notice? 2. What might this person know, understand, or believe? 3. What might this person value or care deeply about? 4. What might this person wonder about or question? Making Thinking Visible Step Inside Strategy "Stepping Inside" a specific character's point of view/perspective can be especially helpful in determining tone (how that character FEELS about a particular object/person/event/experience/etc.). Character Options... □ Brother Khoi □ Brother Vu □ Mother

🇨🇳 提取文本：

让思考可视化 “走进”策略 “走进”策略的目的是为学生提供机会，让他们在尝试以不同方式想象事件、问题或情境时，探索不同的视角或观点。 □ 代入诗歌中一个角色的身份（使用“我”；参见下一页的选项） □ 回答以下问题： 1. 这个人能看到、观察到或注意到什么？ 2. 这个人可能知道、理解或相信什么？ 3. 这个人可能珍视或深切关心什么？ 4. 这个人可能对什么感到好奇或提出疑问？ 让思考可视化 “走进”策略 代入特定角色的视角/观点，在确定语气（该角色对某个特定物体/人物/事件/经历等有何感受）方面特别有帮助。 角色选项... □ 哥哥Khoi □ 哥哥Vu □ 妈妈

🎬 Videos Found on This Page

VIDEO

"One by one, we jump out"

YouTube video: ""One by one, we jump out"" by American Experience | PBS (118)

🔗 https://www.youtube.com/watch?v=Mn6Ry7ULZ3s

Transcript excerpt: { "found": false, "lang": null, "text": "" }
VIDEO

Jumping Out of a Stolen Helicopter As It Crashes into the Sea

YouTube video: "Jumping Out of a Stolen Helicopter As It Crashes into the Sea" by Dark Footage (395)

🔗 https://www.youtube.com/watch?v=Ts41lQg5MxA

Transcript excerpt: { "found": false, "lang": null, "text": "" }
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