Students are instructed to listen to poster presentations (as outlined in 📷 Image 1, "Own a Term," which details requirements for a poster including title, definition, illustrations, examples, and author's purpose) and record definitions and specific examples for each figure of speech. Absent students need to copy notes from a classmate. Expectations for listening to the reading of "Inside Out & Back Again" include sitting straight, holding the book, following along, visualizing, noticing details, making connections, identifying questions, and planning responses to guiding questions. 📷 Image 6 provides sentence frames for analyzing Figures of Speech, Tone, Mood, and Theme using the CLEVR structure.
Question: Figure of Speech: Personification
Answered By Alan:
Art Teacher Feedback: Alan, your definition of personification is wonderfully clear and your example, "The sun smiled down at us," perfectly illustrates the concept. You've also thoughtfully included the bonus, showing you understand the artistic impact of this figure of speech.
Revision Suggestion: Consider adding a brief note about how personification can make writing more engaging or relatable for the reader.
Question: Figure of Speech: Hyperbole
Answered By Alan:
Art Teacher Feedback: Excellent work, Alan! Your definition of hyperbole is concise, and "I told you a million times" is a classic, strong example. Your bonus point about making things seem more important or dramatic shows a good grasp of the author's intent.
Revision Suggestion: You could slightly rephrase the bonus to emphasize how hyperbole creates a vivid mental image for the reader.
Question: Figure of Speech: Idiom
Answered By Alan:
Art Teacher Feedback: Alan, you've captured the essence of an idiom with your definition, and "The test was a piece of cake" is a fantastic, everyday example. It's okay that there wasn't a bonus for this one; your core understanding is solid.
Revision Suggestion: For the bonus, you might consider adding that idioms often reflect cultural understanding or add a conversational tone.
Question: Figure of Speech: Proverb
Answered By Alan:
Art Teacher Feedback: This is a great entry, Alan! Your definition of a proverb is accurate, and "Don't judge a book by its cover" is a perfect, well-known example. Your bonus point about authors using proverbs to teach lessons is insightful and shows a deeper understanding of their purpose.
Revision Suggestion: You could expand on the bonus by mentioning how proverbs often convey universal truths.
Question: Figure of Speech: Oxymoron
Answered By Alan:
Art Teacher Feedback: Alan, your definition of oxymoron is spot on, highlighting the combination of opposite words. "Frenchies (friend + enemy)" is a creative and memorable example that clearly demonstrates the concept. Your bonus point about adding depth or humor is a thoughtful observation.
Revision Suggestion: For the example, you might also include a more traditional oxymoron like "jumbo shrimp" or "living dead" to broaden the understanding.
Question: Figure of Speech: Juxtaposition
Answered By Alan:
Art Teacher Feedback: You've done a nice job defining juxtaposition, Alan, focusing on the contrast created by placing two different things together. Your example from "Zootopia" is very relatable and helps visualize the concept. The bonus point about helping the author compare things is also very accurate.
Revision Suggestion: To make the example even stronger, briefly explain *how* Nick and Judy contrast each other.
Question: Figure of Speech: Alliteration
Answered By Alan:
Art Teacher Feedback: Fantastic work, Alan! Your definition of alliteration is precise, and "Peter Piper picked a peck of pickled peppers" is the perfect, classic example. Your bonus point about its use in children's stories is a great observation about its common application.
Revision Suggestion: You could add that alliteration also creates a musical quality or rhythm in writing.
Question: Figure of Speech: Onomatopoeia
Answered By Alan:
Art Teacher Feedback: Excellent, Alan! Your definition of onomatopoeia is clear and direct, and "BOOM" is a strong, impactful example. Your bonus point about showing the sound of events happening demonstrates a good understanding of its purpose in bringing writing to life.
Revision Suggestion: Consider adding another example like "buzz" or "sizzle" to show variety in sound words.
Question: 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.
Teacher Reference Answer: Students should select a poem and articulate specific observations, personal preferences, and reflections. They should explain what aspects of the poem resonate with them, what questions it raises, or what thoughts it provokes, providing thorough explanations for their responses.
Question: 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.).
Teacher Reference Answer: Students should choose one type of connection (Text to Self, Text to Text, or Text to World) and clearly link a specific detail or element from the poem to their chosen connection. For Text to Self, they should describe a personal experience. For Text to Text, they should reference another specific work. For Text to World, they should connect to a historical event, current event, or broader societal issue.
Question: 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).
Teacher Reference Answer: Students should select one literary element (figure of speech, tone, mood, or theme) and analyze it using the CLEVR framework (Claim, Evidence, Reasoning), as detailed in 📷 Image 6. They must state a clear claim about the element, provide specific textual evidence from the poem, and explain their reasoning by elaborating on how the evidence supports their claim and the author's purpose.
Question: 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).
Teacher Reference Answer: Students should choose one of the provided prompts and write an original poem, using a text from class as a model. The poem should clearly describe a specific event, person, or personal thoughts/feelings, demonstrating an understanding of poetic structure and descriptive language.
学生被要求听海报演示（如📷图1“拥有一个术语”中所述，其中详细说明了海报的要求，包括标题、定义、插图、示例和作者目的），并记录每种修辞手法的定义和具体示例。缺席的学生需要向同学抄笔记。听读《Inside Out & Back Again》的期望包括坐直、拿书、跟读、想象、注意细节、建立联系、提出问题以及计划回答指导性问题。📷图6提供了使用CLEVR结构分析修辞手法、语调、情绪和主题的句式框架。
问题：修辞手法：拟人
艾伦的回答：
美术老师反馈： 艾伦，你对拟人的定义非常清晰，你的例子“太阳对我们微笑”完美地阐释了这个概念。你还周到地包含了额外加分点，表明你理解这种修辞手法的艺术影响。
修改建议： 考虑简要说明拟人化如何使写作对读者更具吸引力或更易产生共鸣。
问题：修辞手法：夸张
艾伦的回答：
美术老师反馈： 艾伦，做得非常棒！你对夸张的定义简洁明了，“我跟你说过一百万次了”是一个经典而有力的例子。你关于让事物显得更重要或更具戏剧性的额外加分点表明你很好地掌握了作者的意图。
修改建议： 你可以稍微改写一下额外加分点，以强调夸张如何为读者创造生动的心理图像。
问题：修辞手法：习语
艾伦的回答：
美术老师反馈： 艾伦，你的定义抓住了习语的精髓，“这次考试小菜一碟”是一个很棒的日常例子。这次没有额外加分点也没关系；你的核心理解很扎实。
修改建议： 对于额外加分点，你可以考虑补充说明习语通常反映文化理解或增添对话语气。
问题：修辞手法：谚语
艾伦的回答：
美术老师反馈： 艾伦，这是一个很棒的回答！你对谚语的定义准确无误，“不要以貌取人”是一个完美且广为人知的例子。你关于作者使用谚语来传授教训的额外加分点富有洞察力，表明你对它们的用途有更深入的理解。
修改建议： 你可以扩展额外加分点，提及谚语通常如何传达普遍真理。
问题：修辞手法：矛盾修饰法
艾伦的回答：
美术老师反馈： 艾伦，你对矛盾修饰法的定义非常准确，突出了相反词语的组合。“Frenchies (朋友 + 敌人)”是一个富有创意且令人难忘的例子，清晰地展示了这一概念。你关于增加深度或幽默感的额外加分点是一个深思熟虑的观察。
修改建议： 对于示例，你也可以包含一个更传统的矛盾修饰法，如“巨型虾”或“活死人”，以拓宽理解。
问题：修辞手法：并置
艾伦的回答：
美术老师反馈： 艾伦，你很好地定义了并置，着重于将两个不同事物放在一起所产生的对比。你来自《疯狂动物城》的例子非常贴切，有助于形象化这一概念。关于帮助作者比较事物的额外加分点也非常准确。
修改建议： 为了使例子更具说服力，简要解释尼克和朱迪是如何相互对比的。
问题：修辞手法：头韵
艾伦的回答：
美术老师反馈： 艾伦，做得太棒了！你对头韵的定义精确无误，“Peter Piper picked a peck of pickled peppers”是完美经典的例子。你关于它在儿童故事中使用的额外加分点是对其常见应用的绝佳观察。
修改建议： 你可以补充说明头韵也能在写作中创造音乐感或节奏感。
问题：修辞手法：拟声词
艾伦的回答：
美术老师反馈： 艾伦，非常棒！你对拟声词的定义清晰直接，“轰隆”是一个有力且富有冲击力的例子。你关于展示事件发生时声音的额外加分点表明你很好地理解了它在使写作生动起来方面的作用。
修改建议： 考虑添加其他例子，如“嗡嗡”或“嘶嘶”，以展示声音词语的多样性。
问题：开放式问题。你对你选择的诗歌有什么发现、喜欢或欣赏之处？这首诗让你好奇或思考什么？请详细解释。
教师参考答案： 学生应选择一首诗歌，并阐明具体的观察、个人偏好和反思。他们应解释诗歌的哪些方面与他们产生共鸣，它提出了哪些问题，或引发了哪些思考，并为他们的回答提供详尽的解释。
问题：建立联系。文本与自我——将你自己的个人经历与文本的特定细节/元素联系起来。文本与文本——将你选择的诗歌与其他文本（书籍、诗歌、电视节目、电影、歌曲等）联系起来。文本与世界——将文本的某个元素与世界（例如历史、时事等）联系起来。
教师参考答案： 学生应选择一种联系类型（文本与自我、文本与文本或文本与世界），并将诗歌中的特定细节或元素清晰地与其选择的联系起来。对于文本与自我，他们应描述个人经历。对于文本与文本，他们应引用另一部具体作品。对于文本与世界，他们应联系历史事件、时事或更广泛的社会问题。
问题：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意思理解的描述或比较（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（如并置或矛盾修饰法），以及因其发音而非意义被选择的词语（如头韵或拟声词）。换句话说，诗人为什么要在诗歌中加入这种修辞手法？加入这种技巧能让她做什么，以及她为什么想这样做？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，以及你如何判断？）。情绪指文学作品的情感氛围（换句话句话说，当你听到/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）。
教师参考答案： 学生应选择一个文学元素（修辞手法、语调、情绪或主题），并使用CLEVR框架（主张、证据、推理）进行分析，如📷图6所示。他们必须对该元素提出明确的主张，提供诗歌中具体的文本证据，并通过阐述证据如何支持他们的主张和作者的目的来解释他们的推理。
问题：模仿/改写诗歌。以今天的一篇文本为范本，创作一首诗歌，描述……一个特定的事件或经历（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）。你的想法、感受、反应、看法或观点（具体的或普遍的）。
教师参考答案： 学生应选择一个提供的提示，并以课堂上的一篇文本为范本，创作一首原创诗歌。诗歌应清晰地描述一个特定的事件、人物或个人思想/感受，展示对诗歌结构和描述性语言的理解。