Home › Chen, Alan (Student) › Unit 2 - Poetry › Mon 11.17.25 - Figures of Speech Posters II

📄 Mon 11.17.25 - Figures of Speech Posters II

📝 Original Content (English)

Instructions:  listen carefully to the student poster presentations and record the definitions and examples of each Figure of Speech in the spaces provided below (NOTE: IF YOU ARE ABSENT TODAY, YOU WILL NEED TO COPY THESE NOTES FROM A TABLE GROUP MEMBER OR CLASSMATE).

Figure of Speech

Definition and Specific Examples

Personification

  • •Describing a non - living thing as if it's Human. Example: The sun smiled down at us. 

BONUS: Helps us visualize descriptions. 

Hyperbole

  • •Creative exaggeration, describing things as much more. Example: I told you a million times.

BONUS: To make things seem more important or dramatic.

Idiom

  • •A common saying that is not literal. Example The test was a piece of cake.

BONUS: No bonus

Proverb

  • •A short saying that gives advice or teaches a lesson. Ex: Don't judge a book by its cover.

BONUS: Authors use proverbs to teach lessons in their stories. 

Oxymoron

  • • Two opposite words combined into one phrase. Ex: Frenchies (friend + enemy)

BONUS: Adds depth or humor. 

Juxtaposition

  • •Putting 2 different things next to each other to show their contrasts. EX: Nick and judy from zootopia. 

BONUS: Helps the author compare things.

Alliteration

  • •Repeating the same sound at the beginning of several words in a row. Ex: Peter piper picked a peck of pickled peppers.

BONUS:

Often used in childrens stories.

Onomatopoeia

  • •A word that sounds like the noise it makes. EX: BOOM. 

BONUS: To show the sound of the events happening. 

Expectations:  while listening to the reading of Inside Out & Back Again…

  • •Sit up straight in your assigned seat, facing your desk

  • •Hold the book in both hands, open to the appropriate page(turning the pages when necessary)

  • •Follow along by reading the poem with the narrator, visualizing descriptions, noticing details, making connections, identifying questions/wonderings, planning your responses to the Guiding Questions, etc.

Guiding Questions:(answer one, your choice)

  1. i.Open-Ended Questions.  What do you notice, like, or enjoy about your selected poem?  What does this poem make you wonder or think about?  Explain thoroughly.

  1. ii.Making Connections.

    • •Text to Self - make connections between your own personal experiences and a specific detail/ element of the text

    • •Text to Text - make connections between your selected poem and other texts(books, poems, TV shows, movies, songs, etc.)

    • •Text to World - make connections between an element of the text and the world (e.g. history, current events, etc.)

  1. iii.Analyzing Literary Elements.  Analyze the poem's figures of speech, tone, mood, or theme (ClEvR)

    • •Figures of Speech refer to descriptions or comparisons that should not be taken literally (such as simile, metaphor, personification, or hyperbole), expressions or well-known sayings (such as idioms or proverbs),contrasts or contradictions(such as juxtaposition or oxymoron), and words chosen for their sound as much as their meaning (such as alliteration or onomatopoeia).In other words, WHY did the poet include this figure of speech in the poem?  WHAT does including this technique allow her to DO, and WHY did she want to do THAT?

    • •Tone refers to the author's attitude toward their subject (in other words, how does she feel about the people/places/events/experiences described in the poem, and how can you tell?)

    • •Mood refers to the emotional atmosphere of a literary work (in other words, how do you feel when you hear/read the poem, and why?)

    • •Theme is a universal truth about life or human nature (or the poet's advice about how we should think/act/live)

  1. iv.Copy/Change Poetry.  Use one of today' texts as a model by writing a poem that describes…

    • •A specific event or experience (fictional, true, or autobiographical)

    • •An individual person(real or imagined) or group of people(friends, family, etc.)

    • •Your thoughts, feelings, reactions, perceptions, or opinions(specific or general)

Option III: Analyzing Literary Elements - Sentence Frames

RESPONSE:  #_____  (choose one option above; four sentences minimum)

  • •

🇨🇳 翻译内容 (Chinese)

说明：仔细听学生的海报演示，并在下方提供的空白处记录每种修辞手法的定义和示例（注意：如果您今天缺席，您需要从小组同学或班级同学那里抄写这些笔记）。

修辞手法

定义和具体示例

拟人

  • •将非生命事物描述得像人一样。示例：太阳对我们微笑。

额外提示：帮助我们形象化描述。

夸张

  • •创造性夸张，将事物描述得远超实际。示例：我跟你说过一百万次了。

额外提示：使事物显得更重要或更具戏剧性。

习语

  • •一种非字面意义的常用说法。示例：这次考试小菜一碟。

额外提示：无额外提示

谚语

  • •一句提供建议或教训的短语。例如：不要以貌取人。

额外提示：作者在故事中使用谚语来传授教训。

矛盾修辞法

  • • 两个相反的词组合成一个短语。例如：Frenchies (朋友 + 敌人)

额外提示：增加深度或幽默感。

并置

  • •将两个不同的事物并排放置以显示其对比。例如：《疯狂动物城》中的尼克和朱迪。

额外提示：帮助作者比较事物。

头韵

  • •连续几个单词开头重复相同的音。例如：Peter piper picked a peck of pickled peppers。

额外提示：

常用于儿童故事。

拟声词

  • •一个听起来像它所发出的声音的词。例如：BOOM。

额外提示：展示事件发生时的声音。

期望：在听《由内而外，再回来》的朗读时…

  • •在指定座位上坐直，面向课桌

  • •双手捧书，翻到相应页面（必要时翻页）

  • •跟随叙述者一起阅读诗歌，想象描述，注意细节，建立联系，提出问题/疑问，规划对引导性问题的回答等。

引导性问题：（选择一个回答）

  1. i.开放式问题。您对所选诗歌有什么发现、喜欢或欣赏之处？这首诗让您思考或好奇什么？请详细解释。

  1. ii.建立联系。

    • •文本与自我——将您的个人经历与文本中的特定细节/元素联系起来

    • •文本与文本——将您所选的诗歌与其他文本（书籍、诗歌、电视节目、电影、歌曲等）联系起来

    • •文本与世界——将文本中的一个元素与世界（例如历史、时事等）联系起来

  1. iii.分析文学元素。分析诗歌的修辞手法、语调、情绪或主题（ClEvR）

    • •修辞手法指不应按字面理解的描述或比较（如明喻、暗喻、拟人或夸张），表达或众所周知的说法（如习语或谚语），对比或矛盾（如并置或矛盾修辞法），以及因其发音而非意义选择的词语（如头韵或拟声词）。换句话说，诗人为什么在诗歌中包含这种修辞手法？包含这种技巧能让她做什么，以及她为什么想那样做？

    • •语调指作者对其主题的态度（换句话说，她对诗歌中描述的人物/地点/事件/经历有何感受，您如何判断？）

    • •情绪指文学作品的情感氛围（换句话说，当您听到/阅读这首诗时有何感受，以及为什么？）

    • •主题是关于生活或人性的普遍真理（或诗人关于我们应该如何思考/行动/生活的建议）

  1. iv.复制/修改诗歌。以今天的文本之一为模型，写一首描述…的诗歌

    • •一个特定事件或经历（虚构的、真实的或自传性的）

    • •一个个人（真实的或想象的）或一群人（朋友、家人等）

    • •您的想法、感受、反应、看法或意见（具体的或普遍的）

选项三：分析文学元素 - 句子框架

回答：#_____（选择以上一个选项；至少四句话）

  • •

🖼️ Images Found on This Page

IMAGE This image is an educational slide or OneNote page titled "Own a Term," outlining instructions for a group project. It d

Description: This image is an educational slide or OneNote page titled "Own a Term," outlining instructions for a group project. It details the requirements for creating a poster about an assigned figure of speech, including a title, definition, illustrations, and examples. A bonus section prompts students to explain the author's purpose for using the figure of speech.

🇨🇳 描述： 这张图片是一张教育幻灯片或OneNote页面，标题为“掌握术语”。它概述了一个小组项目的说明，详细列出了制作一张关于指定修辞手法的海报的要求，包括标题、定义、插图和示例。此外，还有一个加分项，要求学生解释作者使用该修辞手法的目的。

📝 Extracted Text:

“Own a Term” For your assigned **figure of speech**, work with your group to create a poster that provides the following: * **A TITLE** write the name of your term (your title should be clearly visible from far away). * **A DEFINITION** explain what your term means (in your own “STUDENT FRIENDLY” words). * **Illustrations & Examples** draw pictures and provide specific examples that help show what your term means (MORE = BETTER). **BONUS:** explain WHY an author might use this figure of speech. In other words, what does it help the author to DO?

🇨🇳 提取文本：

认领一个术语 针对你们小组被分配到的**修辞手法**，请与组员合作制作一张海报，内容需包含以下几点： * **标题** 写下你所认领的术语名称（你的标题应该在远处也能清晰可见）。 * **定义** 解释你的术语是什么意思（用你自己的“学生友好型”语言，即通俗易懂的语言）。 * **插图与示例** 画图并提供具体的例子，以帮助展示你的术语的含义（越多越好）。 **加分项：** 解释作者为什么会使用这种修辞手法。换句话说，它能帮助作者达到什么目的？

IMAGE This image displays four distinct sections from an educational OneNote page, each outlining a paragraph structure for li

Description: This image displays four distinct sections from an educational OneNote page, each outlining a paragraph structure for literary analysis. The sections provide templates for analyzing "Figures of Speech," "Tone," "Mood," and "Theme," using a "CLEVR" framework (Claim, Evidence, Reasoning). Each template includes bullet points with fill-in-the-blank prompts and underlined guidance for constructing analytical paragraphs.

🇨🇳 描述： 这张图片展示了一个教育性OneNote页面中的四个独立部分，每个部分都概述了文学分析的段落结构。这些部分提供了分析“修辞手法”、“语气”、“氛围”和“主题”的模板，并采用了“CLEVR”框架（主张、证据、推理）。每个模板都包含带有填空提示的要点以及用于构建分析段落的下划线指导。

📝 Extracted Text:

Figures of Speech CLAIM: “In the poem ‘Title’, the poet uses specific figure of speech in order to what is the poet trying to say/show/do in writing the poem?.” EVIDENCE: “For example, in the poem provide a specific example of a figure of speech .” REASONING: “This figure of speech restate what the poet is trying to say/show/do by explain why/how the figure of speech helps the author achieve that purpose and why they want to do that .” TONE ANALYSIS PARAGRAPH (CLEVR) CLAIM: “In the poem ‘’, the poet uses repetition, diction, sensory/figurative language, etc. to create a tone.” EVIDENCE: “For example, in the poem, specific words, phrases, descriptions, images, figures of speech, etc. from the text that create/reflect that tone .” (x2) REASONING: “These details help create a tone by/because .” (x2) MOOD ANALYSIS PARAGRAPH (CLEVR) CLAIM: “In the poem ‘’, the poet uses repetition, diction, sensory/figurative language, etc. to create a mood.” EVIDENCE: “For example, in the poem, specific words, phrases, descriptions, images, figures of speech, etc. from the text that create/reflect that mood .” (x2) REASONING: “These details help create a mood by/because .” (x2) Theme Analysis Paragraph (CLEVR) CLAIM: “In the poem ‘Title’, we see that theme statement (lesson, advice, truth about life). ” EVIDENCE: “For example, in the poem specific details, descriptions, or events from the text that show this theme. ” REASONING: “This shows that theme statement because explain why/how the detail(s) you selected demonstrate this theme. ” In other words, why/how does the evidence prove your claim is true?

🇨🇳 提取文本：

修辞手法 主张：“在诗歌《标题》中，诗人运用了特定的修辞手法，旨在表达/展示/实现什么？” 证据：“例如，在诗歌中，[提供一个具体的修辞手法例子]。” 论证：“这种修辞手法通过解释其如何帮助作者达到目的以及作者为何希望达到此目的，从而重申了诗人想要表达/展示/实现的内容。” 基调分析段落 (CLEVR) 主张：“在诗歌《》中，诗人运用了重复、措辞、感官/比喻性语言等手法来营造一种基调。” 证据：“例如，诗歌中[具体的词语、短语、描写、意象、修辞手法等]营造/反映了这种基调。” (x2) 论证：“这些细节通过/因为[解释原因]有助于营造这种基调。” (x2) 氛围分析段落 (CLEVR) 主张：“在诗歌《》中，诗人运用了重复、措辞、感官/比喻性语言等手法来营造一种氛围。” 证据：“例如，诗歌中[具体的词语、短语、描写、意象、修辞手法等]营造/反映了这种氛围。” (x2) 论证：“这些细节通过/因为[解释原因]有助于营造这种氛围。” (x2) 主题分析段落 (CLEVR) 主张：“在诗歌《标题》中，我们看到了[主题陈述（教训、建议、人生真谛）]。” 证据：“例如，诗歌中[具体的细节、描写或事件]展现了这一主题。” 论证：“这表明了[主题陈述]，因为[解释你所选的细节如何证明这一主题]。换句话说，这些证据如何/为何证明你的主张是真实的？”

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