Thu 10.30.25 - Unit 2 Intro

📝 Summary (English)

Learning Objectives

Understand and apply Bloom's Taxonomy to classify different types of questions.

Analyze poetic devices and themes in "Introduction to Poetry" by Billy Collins (from image).

Develop creative writing skills by modeling a poem after a given example, incorporating literary devices.

Key Concepts

Bloom's Taxonomy (Remembering, Understanding, Applying, Analyzing, Evaluating, Creating) (from images).

Poetry analysis (similes, metaphors, mood, inference, sensory details, plot structure).

Literary devices (simile, metaphor, personification).

Creative writing and modeling.

Teaching Notes

The lesson begins with an activity where students, in table groups, classify teacher-created questions about Charles Causley's poem "What Has Happened To Lulu?" (from image) onto a provided Bloom's Taxonomy Chart (from images). This helps students understand different levels of cognitive engagement. Following this, students are introduced to Billy Collins' "Introduction to Poetry" (from image) and asked to analyze how Collins suggests people should appreciate poetry, focusing on specific similes and metaphors. The main assignment is a creative writing task where students write their own poem, modeled after Collins' work, introducing something they enjoy, describing three ways to appreciate it, and explaining common negative perceptions. A template (from image) is provided for this task.

Check for Understanding

Teacher Reference Answer:

Remembering: Who is missing in this poem? Or, how many questions does the speaker in the poem ask?
Understanding: Provide an objective summary of the poem. Or, describe the mother's emotions in the 3rd stanza of the poem.
Applying: Highlight examples of sensory details in the poem. Or, which events from the poem fit Western Plot Structure (rising action, climax, resolution, etc.).
Analyzing: What is the mood of the poem? Or, what could you infer about the speaker's feelings and personality?
Evaluating: Why did Lulu run away? Or, why did the poet write this poem from younger sibling's point of view?
Creating: Write a haiku about the events of the poem from Lulu's point of view. Or, create a 5 panel graphic novel recounting the events of the poem.

Assignment Questions & Teacher Reference Answers

Question: Analysis Question: what are some of the ways you can enjoy poetry? Pick one of the similes or metaphors below and explain what Collins wants his reader to appreciate about poems. HINT: what do poems and the subject of the simile/metaphor have in common? How are they alike? An example has been completed for you.

Teacher Reference Answer:

I ask them to take a poem and hold it up to the light like a color slide: Collins wants people to appreciate poetry by examining it closely, looking for details, and seeing the beauty or hidden meanings that might not be immediately obvious, much like how light reveals the details in a slide.
Or press an ear against its hive: Collins suggests that poems can be vibrant and full of life, like a beehive. By listening closely, readers can discover the buzzing activity, the energy, and the intricate workings within the poem, finding a rich experience.
I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem's room and feel the walls for a light switch: Collins encourages readers to actively explore a poem, to engage with it like a puzzle or a new space. He wants them to appreciate the journey of discovery, the challenge of navigating its complexities, and the satisfaction of finding understanding or illumination within it.

Assignment Questions & Student Responses

Question: Instructions: Using Billy Collin's poem as a model, write your own poem introducing the reader to something you enjoy (a musical artist, video game, book series, TV show, movie, hobby, sport, activity, location/place, food, etc.). Your poem should describe at least three ways of enjoying your subject (or three things you wish people would appreciate about it), and end by explaining how/why most people feel negatively about your subject instead. You may use the outline below (or create your own format). Requirements: your poem should be at least 12 lines in length and include two literary devices (simile, metaphor, personification).

Answered By Alan:

Swimming

Them to dive into the water and fly like a bird.

Or swim like to wind to win.

Watch a fish drop into the water, and watch it glide like the wind.

Or watch a bird fly, like how you glide across the water

Them to jump into the water and get splashed by the water and get soaked. An swim like fish.

Is just sit on the sand, tan and fan. And just relax and chillax like a pig.

Art Teacher Feedback:

Alan, your poem "Swimming" has a wonderful sense of energy and movement, truly capturing the joy of being in the water. I especially appreciate your use of similes like "fly like a bird" and "glide like the wind" to convey the feeling of freedom and grace. You've clearly expressed several ways to enjoy swimming, which is fantastic!

Revision Suggestion:

Consider adding a line or two at the end that explains why some people might feel negatively about swimming, as per the assignment instructions, to complete the poem's structure.

🇨🇳 摘要 (Chinese)

学习目标

理解并运用布鲁姆分类法（Bloom's Taxonomy）对不同类型的问题进行分类。

分析比利·柯林斯（Billy Collins）的《诗歌入门》（"Introduction to Poetry"）（见图）中的诗歌手法和主题。

通过模仿给定范例，融入文学手法，培养创意写作技能。

核心概念

布鲁姆分类法（Bloom's Taxonomy）（记忆、理解、应用、分析、评估、创造）（见图）。

诗歌分析（明喻、暗喻、情绪、推断、感官细节、情节结构）。

文学手法（明喻、暗喻、拟人）。

创意写作与模仿。

教学说明

本课以一项活动开始，学生们以小组形式，将教师围绕查尔斯·考斯利（Charles Causley）的诗歌《露露怎么了？》（"What Has Happened To Lulu?"）（见图）提出的问题，分类到提供的布鲁姆分类法图表（见图）上。这有助于学生理解不同层次的认知参与。随后，学生们将学习比利·柯林斯（Billy Collins）的《诗歌入门》（"Introduction to Poetry"）（见图），并被要求分析柯林斯如何建议人们欣赏诗歌，重点关注具体的明喻和暗喻。主要作业是一项创意写作任务，学生们将模仿柯林斯的作品，创作自己的诗歌，介绍他们喜欢的事物，描述三种欣赏它的方式，并解释常见的负面看法。此任务提供了模板（见图）。

理解检查

教师参考答案：

记忆：这首诗中谁失踪了？或者，诗中的叙述者提出了多少个问题？
理解：提供这首诗的客观摘要。或者，描述诗歌第三节中母亲的情绪。
应用：突出诗歌中感官细节的例子。或者，诗歌中的哪些事件符合西方情节结构（开端、高潮、结局等）。
分析：这首诗的情绪是什么？或者，你能从叙述者的感受和个性中推断出什么？
评估：露露为什么跑了？或者，诗人为什么从弟弟妹妹的角度写这首诗？
创造：从露露的角度写一首关于诗歌事件的俳句。或者，创作一部5格漫画小说，讲述诗歌中的事件。

作业问题与教师参考答案

问题：分析问题：你有哪些欣赏诗歌的方式？从下面的明喻或暗喻中选择一个，解释柯林斯希望读者欣赏诗歌的哪些方面。提示：诗歌与明喻/暗喻的主题有什么共同点？它们是如何相似的？已为你完成一个示例。

教师参考答案：

我让他们拿起一首诗，像彩色幻灯片一样对着光：柯林斯希望人们通过仔细审视诗歌，寻找细节，并看到可能不那么明显的内在美或隐藏的意义来欣赏诗歌，就像光线能揭示幻灯片中的细节一样。
或者把耳朵贴在它的蜂巢上：柯林斯暗示诗歌可以像蜂巢一样充满活力和生机。通过仔细倾听，读者可以发现诗歌中嗡嗡作响的活动、能量和精巧的运作，从而获得丰富的体验。
我说把一只老鼠放进一首诗里，看它如何摸索着出来，或者走进诗歌的房间，摸索墙壁寻找电灯开关：柯林斯鼓励读者积极探索诗歌，像解谜或探索新空间一样投入其中。他希望他们欣赏发现之旅、驾驭其复杂性的挑战，以及在其中找到理解或启迪的满足感。

作业问题与学生回答

问题：说明：以比利·柯林斯的诗歌为范本，创作一首你自己的诗歌，向读者介绍你喜欢的事物（一位音乐艺术家、视频游戏、系列丛书、电视剧、电影、爱好、运动、活动、地点/场所、食物等）。你的诗歌应描述至少三种欣赏你所选主题的方式（或你希望人们欣赏它的三件事），并以解释大多数人为何对此主题持负面看法作结。你可以使用以下提纲（或创建自己的格式）。要求：你的诗歌长度至少为12行，并包含两种文学手法（明喻、暗喻、拟人）。

艾伦的回答：

游泳

让他们潜入水中，像鸟儿一样飞翔。

或者像风一样游泳以获胜。

看一条鱼落入水中，看它像风一样滑翔。

或者看一只鸟飞翔，就像你在水面上滑翔一样

让他们跳入水中，被水溅湿，全身湿透。像鱼一样游泳。

只是坐在沙滩上，晒太阳，扇风。然后像猪一样放松和休息。

美术老师反馈：

艾伦，你的诗歌《游泳》充满了活力和动感，真实地捕捉了在水中的乐趣。我特别欣赏你使用“像鸟儿一样飞翔”和“像风一样滑翔”这样的明喻来传达自由和优雅的感觉。你清晰地表达了几种享受游泳的方式，这太棒了！

修改建议：

考虑在诗歌末尾添加一两行，解释为什么有些人可能对游泳持负面看法，以符合作业要求，完善诗歌结构。

📋 Thu 10.30.25 - Unit 2 Intro — Summary