While listening to the reading of "Inside Out & Back Again," students are expected to:
Students will explore poetry through open-ended reflection, making connections (Text to Self, Text to Text, Text to World), analyzing literary elements (figures of speech, tone, mood, theme), and creating their own "Copy/Change Poetry."
Main Idea 1: 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.
Main Idea 2: Making Connections:
Main Idea 3: Analyzing Literary Elements (ClEvR): Analyze the poem's figures of speech, tone, mood, or theme.
Main Idea 4: Copy/Change Poetry: Use one of today's texts as a model by writing a poem that describes a specific event or experience, an individual person or group of people, or your thoughts, feelings, reactions, perceptions, or opinions.
Students are guided to choose one of four options for their response, requiring a minimum of four sentences. For "Analyzing Literary Elements," a CLEVR (Claim, Evidence, Reasoning) paragraph structure is provided (from image). 📷 Image content: The image provides detailed sentence frames for analyzing Figures of Speech, Tone, Mood, and Theme using the CLEVR framework. For example, for Figures of Speech, the claim template is: "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 and Reasoning prompts guide students to provide specific examples and explain their purpose. Similar structured templates are provided for Tone, Mood, and Theme analysis.
Suggestions for "Making Connections" and "Copy/Change Poems" include prompts like "Gifts," "Needing Help," "Feeling Smart," "Misrepresented," "Name-calling," "Confessions," "No," and "Not Bad," encouraging specific and detailed responses.
Question: Guiding Questions: (answer one, your choice) 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. 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.) iii. Analyzing Literary Elements. Analyze the poem's figures of speech, tone, mood, or theme (ClEvR) 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)
Answered By Alan:
One time before a 40 question social studies test I didn’t study and only had 30 minutes to study before the test. I asked my friend to help me study but it didn't really affect anything. I tried studying but my brain wasn't working and I couldn’t remember a lot of the topics. I thought I was doomed for because I only had 10 minutes left and I only studied for a little bit. When the test came I was super nervous since it was one of the biggest tests of the quarter worth 40 points. However, when I finished it I surprisingly got an A.
Art Teacher Feedback: Alan, this is a fantastic personal story that clearly connects to the "Not Bad" suggestion and shows a strong "Text to Self" connection. You've done a great job of building suspense and describing your feelings throughout the experience. The detail about the 40-point test really emphasizes the pressure you felt!
Revision Suggestion: Consider adding a sentence at the beginning or end that explicitly states which poem or theme from "Inside Out & Back Again" this experience connects to, to make your connection even clearer.
在听读《由内而外，再回故里》(Inside Out & Back Again)时，学生应做到：
学生将通过开放式反思、建立联系（文本与自我、文本与文本、文本与世界）、分析文学元素（修辞手法、语调、情绪、主题）以及创作自己的“复制/改编诗歌”来探索诗歌。
主要思想1：开放式问题：你对所选诗歌有什么发现、喜欢或欣赏之处？这首诗让你思考或好奇什么？请详细解释。
主要思想2：建立联系：
主要思想3：分析文学元素（ClEvR）：分析诗歌的修辞手法、语调、情绪或主题。
主要思想4：复制/改编诗歌：以今天的文本之一为范本，创作一首诗歌，描述一个特定事件或经历、一个个人或一群人，或你的思想、感受、反应、看法或观点。
学生被引导从四个选项中选择一个进行回应，要求至少四句话。对于“分析文学元素”，提供了CLEVR（主张、证据、推理）段落结构（来自图片）。📷 图片内容：该图片提供了使用CLEVR框架分析修辞手法、语调、情绪和主题的详细句式模板。例如，对于修辞手法，主张模板是：“在诗歌《标题》中，诗人使用特定的修辞手法是为了[诗人在创作这首诗时试图表达/展示/做什么？]。”证据和推理提示引导学生提供具体例子并解释其目的。语调、情绪和主题分析也提供了类似的结构化模板。
“建立联系”和“复制/改编诗歌”的建议包括“礼物”、“需要帮助”、“感觉聪明”、“被误解”、“辱骂”、“忏悔”、“不”和“还不错”等提示，鼓励具体和详细的回应。
问题：指导性问题：（选择一个作答）
i. 开放式问题。你对所选诗歌有什么发现、喜欢或欣赏之处？这首诗让你思考或好奇什么？请详细解释。
ii. 建立联系。
文本与自我——将自己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——将所选诗歌与其他文本（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
iii. 分析文学元素。分析诗歌的修辞手法、语调、情绪或主题（ClEvR）
iv. 复制/改编诗歌。以今天的文本之一为范本，创作一首诗歌，描述……
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）
你的思想、感受、反应、看法或观点（具体的或普遍的）
艾伦的回答：
有一次，在一次40道题的社会学考试前，我没有复习，考试前只有30分钟可以复习。我请朋友帮我复习，但这并没有真正起到什么作用。我尝试复习，但我的大脑不听使唤，很多主题都记不住。我以为我完蛋了，因为只剩下10分钟，而我只复习了一点点。考试来临时，我非常紧张，因为这是本季度最重要的考试之一，价值40分。然而，当我考完后，我竟然得了A。
艺术老师反馈：
艾伦，这是一个很棒的个人故事，它清晰地与“还不错”的建议相联系，并展示了强大的“文本与自我”联系。你在整个经历中很好地营造了悬念并描述了你的感受。关于40分考试的细节确实强调了你所感受到的压力！
修改建议：
考虑在开头或结尾添加一句话，明确说明这段经历与《由内而外，再回故里》(Inside Out & Back Again)中的哪首诗歌或主题相关联，以使你的联系更加清晰。