Students will be able to analyze events from multiple perspectives using the "Step Inside" strategy. Students will identify and explain the tone of characters or speakers in both video and poetic contexts. Students will evaluate the effectiveness of figurative language, specifically similes, within a literary text.
Perspective-taking, tone analysis, figurative language (simile), historical context of the Vietnam War and refugee experiences.
This assignment utilizes the "Making Thinking Visible Step Inside Strategy" (from images) to encourage students to deeply engage with different viewpoints. For the video analysis, students are asked to step into the role of a character (Son, Pilot/Father, or Commanding Officer of USS Kirk, as per image 6) and answer guiding questions about what that character sees, knows, values, and wonders. Similarly, for the poem analysis, students apply the strategy to characters like Brother Khoi, Brother Vu, or Mother (as per image 8). The assignment also includes an "End of Unit Assessment Prep" focusing on analyzing figurative language from the poem "Should We?" (from image 1) and a guiding question about cultural respect or New Year celebrations.
Question: (Based on video: "One by one, we jump out" and "Jumping Out of a Stolen Helicopter As It Crashes into the Sea" and the "Step Inside Strategy" from image 6)
Answered By Alan:
Art Teacher Feedback: Alan, your responses show you were paying close attention to the events in the videos. You clearly identified key actions and observations. To deepen your analysis, remember to explicitly state which character's perspective you are "stepping inside" when answering these questions.
Revision Suggestion: Start your answers by saying, "From the perspective of the [character], I see/know/value/wonder..."
Question: Tone Analysis: how does this person feel about the specific characters/events shown in the video?
Answered By Alan:
| Tone Word #1 | desperate | Tone Word #2 | unfortunate |
Art Teacher Feedback: You've chosen strong tone words, "desperate" and "unfortunate," which accurately reflect the intense situation in the video. These words convey a clear understanding of the emotional weight of the events. Excellent word choice!
Revision Suggestion: Add a brief phrase explaining *why* the character feels desperate or unfortunate.
Question: (Based on the poem "Should We?" from image 1 and the "Step Inside Strategy" from image 8)
Answered By Alan:
Art Teacher Feedback: Alan, your answers for the poem questions are very thoughtful and show a good grasp of the narrative. You've captured important details about the mother's actions and feelings, especially her deep connection to her home. This demonstrates strong comprehension of the text.
Revision Suggestion: Specify which character's perspective you are using for these answers, for example, "From Mother's perspective, she sees..."
Question: Tone Analysis: how does this person feel about the characters/events described in the poem?
Answered By Alan:
| Tone Word #1 | Depressed | Tone Word #2 | sorrow. |
Art Teacher Feedback: Your tone words, "Depressed" and "sorrow," are very fitting for the emotional atmosphere of the poem. They effectively communicate the heavy feelings associated with the family's difficult decision. You've clearly connected with the emotional core of the text.
Revision Suggestion: Briefly explain how the chosen tone words relate to a specific character or event in the poem.
Question: 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?
Answered By Alan:
Art Teacher Feedback: Alan, you've done a great job identifying the simile and explaining its literal meaning in the context of the family fleeing. Your connection between "scrambling away" and rats is insightful, showing you understand the comparison. You've also touched on the effectiveness of the word "scramble."
Revision Suggestion: Expand on the *connotation* of "rats" and "scramble" to fully explain how these words reflect Brother Quang's feelings of dishonor or indignity, as mentioned in the poem.
Question: 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.
Answered By Alan:
Art Teacher Feedback: You've clearly stated your favorite New Year celebration and given a fun, personal reason for your choice! It's great that you connected with a specific detail from the video. This shows you were engaged with the content.
Revision Suggestion: Add one more sentence explaining something else you found interesting or unique about Chinese New Year from the video, beyond the red envelopes.
学生将能够使用“走进内心”策略从多个角度分析事件。学生将识别并解释视频和诗歌中人物或说话者的语气。学生将评估文学文本中修辞手法（特别是明喻）的有效性。
换位思考、语气分析、修辞手法（明喻）、越南战争的历史背景和难民经历。
本次作业采用“让思维可视化：走进内心策略”（来自图片），鼓励学生深入思考不同的观点。在视频分析中，学生被要求扮演一个角色（儿子、飞行员/父亲，或柯克号航空母舰指挥官，如图片6所示），并回答关于该角色看到什么、知道什么、重视什么以及想知道什么的问题。同样，在诗歌分析中，学生将该策略应用于像科伊兄弟、武兄弟或母亲这样的角色（如图片8所示）。作业还包括一个“单元结束评估准备”，重点是分析诗歌《我们应该吗？》（来自图片1）中的修辞手法，以及一个关于文化尊重或新年庆祝活动的指导性问题。
问题：（基于视频：“我们一个接一个地跳出”和“从一架被盗的直升机坠入大海时跳出”以及图片6中的“走进内心策略”）
艾伦的回答：
美术老师反馈： 艾伦，你的回答表明你密切关注了视频中的事件。你清晰地识别了关键行动和观察。为了深化你的分析，请记住在回答这些问题时，明确说明你正在“走进”哪个角色的视角。
修改建议： 你的回答可以这样开头：“从[角色]的角度来看，我看到/知道/重视/想知道……”
问题：语气分析：这个人对视频中显示的特定人物/事件有何感受？
艾伦的回答：
| 语气词 #1 | 绝望 | 语气词 #2 | 不幸 |
美术老师反馈： 你选择了强有力的语气词，“绝望”和“不幸”，它们准确地反映了视频中的紧张局势。这些词传达了对事件情感分量的清晰理解。词语选择非常出色！
修改建议： 简要说明角色感到绝望或不幸的*原因*。
问题：（基于诗歌《我们应该吗？》（来自图片1）和图片8中的“走进内心策略”）
艾伦的回答：
美术老师反馈： 艾伦，你对诗歌问题的回答非常周到，显示出对叙事的良好理解。你抓住了关于母亲行为和感受的重要细节，特别是她对家的深厚感情。这表明你对文本有很强的理解力。
修改建议： 请明确说明你在回答这些问题时使用的是哪个角色的视角，例如：“从母亲的角度来看，她看到……”
问题：语气分析：这个人对诗歌中描述的人物/事件有何感受？
艾伦的回答：
| 语气词 #1 | 沮丧 | 语气词 #2 | 悲伤。 |
美术老师反馈： 你选择的语气词，“沮丧”和“悲伤”，非常符合诗歌的情感氛围。它们有效地传达了与家庭艰难决定相关的沉重感受。你清晰地抓住了文本的情感核心。
修改建议： 简要解释所选语气词如何与诗歌中的特定人物或事件相关联。
问题：单元结束评估准备：再次阅读这首诗。解释并评估这种修辞手法的有效性，“我们怎能像老鼠一样 / 仓皇逃窜”（第五节）。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）如何反映诗歌的语气。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，这又揭示了光兄弟的感受？
艾伦的回答：
美术老师反馈： 艾伦，你很好地识别了明喻，并解释了它在家人逃离背景下的字面意思。你将“仓皇逃窜”与老鼠联系起来的观点很有见地，表明你理解这种比较。你还提到了“仓皇逃窜”这个词的有效性。
修改建议： 进一步阐述“老鼠”和“仓皇逃窜”的*内涵*，以充分解释这些词如何反映光兄弟在诗歌中提到的耻辱或尊严受损的感受。
问题：引导性问题：《由内而外，再由外而内》这部作品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。
艾伦的回答：
美术老师反馈： 你清晰地表达了你最喜欢的新年庆祝活动，并给出了一个有趣、个性化的理由！你与视频中的一个具体细节产生了联系，这很棒。这表明你对内容很投入。
修改建议： 除了红包之外，再补充一句话，解释你在视频中发现的关于中国新年的其他有趣或独特之处。