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By Fan ZHENG

My Teaching Philosophy I have always tried to keep in mind Plutarch's saying that "The mind is not a vessel to be filled but a fire to be kindled." My desires in becoming a teacher were somewhat unclear in their origin. I didn’t remember being extremely interested in any subject during high school, and always considered teaching as a dull job. However, I would never forget the time when I sat in an American teacher, Mr. Shaw’s class. During my internship in the college, I once audited in his class of Critical Thinking and Creative Writing. He asked us to write from different things points of view, such as an old man, ants, a dolphin, etc. That was the first time I found writing such an amazing thing. Mr. Shaw ―lighted‖ my ―writing fire‖ henceforth and his ways of teaching sets a strong example for me in my journey to becoming a teacher and loving the career. In my future teaching, I will try my best to align the student’s goal to my teaching objectives, satisfy the needs of all different learning styles, and focus on all three domains of Bloom’s taxonomy, namely, cognitive, affective, and psychomotor goals. In achieving the cognitive goals, I will not only teach domain knowledge, but will also stimulate students’ higher thinking order according to Bloom’s revised version of the taxonomy as characterized by analyzing, evaluating and creating. Besides cognitive goals, my students will also be encouraged to accomplish affective and psychomotor goals. In my opinion, gaining the ability to communicate in oral and written form is necessary, but it’s even more crucial to gain an interest in studying the language and culture as a life-long learning activity. What’s more, imitating, following instructions and integrating new skills to previous learnt ones, students will also be encourage to do all these under another kind of language-Chinese. To sum up, all three goals are essential in my Chinese teaching in order to ―light the fire‖. These beliefs will be reflected in my future classes. Before delivering the class, I will give students a needs analysis, asking what they have learnt, what they want to learn and how

they want to be taught. The reasons for doing this is that students might be combined of different levels, from different cultural backgrounds, of diverse learning styles and have different attitude, motivation or preference towards Chinese learning. By doing so, it’s most possible for me to find a balance between my teaching goals and the students’ own learning objectives. I agree with Dr. Fu, a high school Chinese teacher, her opinion upon language teaching: ―language tasks should be from the students, so that the students would have lots of control in the process and be interested in the tasks they chose.‖ Then I will develop lessons that will be interested in the needs and desires of my students as well as the connection between the language as it is taught in my class and as it used outside the classroom. In order to do so, I will use communicative teaching approach a lot, for example activities are role play, interviews, information gap, games, survey, pair/group work, learning by teaching, etc. Moreover, materials must be carefully selected and as authentic as possible. To ensure that students are making proper progress in their learning, it’s vital to use assessments timely. Two types of assessments are commonly used: summative and formative. Summative assessments are used only to evaluate while formative assessments are used to elicit feedback and to facilitate learning, so I will spend more portions on formative ones, such as group project, individual write-up, role-play, presentation, etc. Before grading any assignments and exam papers, rubric will be always provided to ensure that grading process is consistent and fair. With the rubrics, students will know what to follow and how to improve after the assessment. In conclusion, I found great responsibility to be a teacher, and everything I do, I do it for my students, to emerge them in a learning environment that is enlightening and motivating where they feel free and happy to learn, practice, ask, and think.

who helped organize the trade mission. It has been said in the article that ―Miller. . which offers more than 200 degree programs. The delegation visited Shanghai University. The trade mission was the first major initiative of a new nonprofit group called the Macomb Cultural and Economic Partnership. Last year. . The following is what I have found out: Teaching Schedule I will be teaching in Tower High School of Warren Woods Public School District from next semester. hoping to build relationships. school district. create partnerships and bring home jobs to Macomb County. and I will have my own classroom to start teaching in the second period of the class at 8:30 in the morning. The MCEP is also seeking to establish more student exchange programs. said Macomb officials hope to develop new relationships with an emphasis on education. Reason to Open the Course and Graduating Policy Warren city is located in Macomb County. 2009) As a result.By Fan ZHENG Social Context in Tower High School Though the person in my school district never replied my email with the specific questions I posed. including a potential link between Shanghai University and Wayne State University. I still found many useful and practical resources on the website of the school. it’s urgent to prepare students in Macomb County.‖ (Chad Selweski. including Tower high school for the future. on Friday. Macomb Community College or Baker College. and county. Macomb County's delegation visited China for the first time.

Students receive one-half (1/2) credit for each course successfully completed each semester. Expectation from the School I will teach both Mandarin class of both level 1 and level 2. Students may have the opportunity to earn . Besides. Moreover. For both levels. Students will learn to use the Mandarin language to communicate. I should engage students in the development of listening. speaking. now the policy for the students to graduate successfully from the school. the following is the goal for my Chinese teaching: Mandarin is a critical world language. According to Instructional Program Course Descriptions of Tower High School (2010-2011). More focus will be placed on written communications. they will use the language in oral and written form. focus will be on oral communications. retell stories. etc. For level 2 students. writing of Mandarin. I can improve my teaching by attending the professional development. to communicate orally and in writing including electronic communications.Thus. present reports.5 language credit through a summer travel experience to a Chinesespeaking country. For level one students. Teaching Support I don’t know whether I will have a mentor or not. it’s mandatory for them to obtain 2 credits in the foreign Language Department. both levels will learn the cultural and social aspects of China though the language learning. reading. Levels of Students . but there will be four times one and a half hours professional development and 3 times half day professional Development for all teachers.

I can just follow the reporting format provided by PowerParent. Students who are absent from a final exam with a doctor's note are excused. For both levels. while level two students has spent a whole school year studying Chinese. they will take an exam. Parent Communication For communicating with parents face to face. there is still no curriculum for me. together with the guidance of World Language standards and state standards. Seniors will be excused from taking the finals in May if they have an "A" or "B" for the third and fourth quarters and have no unverified absences second semester. Thus. all students in grades 9-11 must be given an exam in all classes. At the end of the semester. Every week or every two weeks. During the other days of the school year. As for the assessment of special needs students. 2010. their grades will be reported to parents according to the frequency parents selected in PowerParent.By Fan ZHENG I will be teaching both level one and level two mandarin Chinese classes. Later. there is no funding for the student textbook. I need to consult with the special education paraprofessional in the school when I get to school. there is an access called PowerParent on the . Teaching Content and Grading Policy Since it’s only the second year for opening of Mandarin course. there will be an open house at 7:00 PM on September 16. For level one students. I will develop my own course syllabus according a Mandarin Chinese Pacing Guide provided by school. five times a week and one hour for each time. they have no or very limited previous knowledge of mandarin Chinese. but must make up this exam within two-weeks following the end of the school year. Therefore. All other exams must be made up by June 17. and parent-teacher conferences from 5:30 PM to 8:30 PM on March 11. I can design lessons and assign homework accordingly. 2011. Besides.

to share and manage teaching content across the district. Resources For books. I have taken notes and will talk to teachers or other staffs face to face when I have chance. . Technological support There will be three people in charge of technology. I am more prepared to be a professional teacher and know how to find things in the internet before asking for help. which gives parents access to real-time information including attendance. I might need to ask which one to help me then. but also for teachers to deliver organized and effective instruction. I find it crucial to know the social context in my school district. By finishing this homework. I can either check with the school library or check the books which were donated by Hanban and Confucius Institute for reference. there is a software called Blackboard Learning which is not only for student learning after class. Parents are able to participate more fully in their student's progress. Also.school website. and input messages or newsletters for parents there. grades and detailed assignment descriptions. and I can use my gradebook to make decisions on what information I want to share with parents and students. school bulletins. monitor activity and progress of the students. Questions: There are still questions that I found no answers on the website or any other ways.

to use communicative approach. The result is that all the students study the same thing without addressing the need of individuals. However. I found myself more interested in teaching rather than sitting in the office facing the computer all day. For instance. To be successfully adapt myself to the American teaching setting. to design a lesson basing on the step of warming-up. and the different roles Chinese and American teachers play under their own curricula and schools. That’s why I am here now! In my previous teaching experience. assessment. the first step is to notice the ideological differences between Chinese and American curricula. I wanted to try teaching in other areas other than English. I was taught to teach in a student-centered way.By Fan ZHENG My Reflective Essay I received my Bachelor of Arts degree from the University in 2003 and then I worked at Fuzhou Napier College as a full. modeling. so I took a position as international trade manager in a small manufacturing company. During the third year of teaching. etc. or even the starting day of the school year. there is a national curriculum. By taking Amy’s class.time English teacher. In the fifth teaching year. I completed a short in-house teacher training course which introduced the basic concepts and techniques of communicative language teaching. I was always told what/how to do something. guided practice. There are fixed ―important courses‖ and‖ non- . Before taking on the position. to always ask questions instead of giving statements. In China. I see things more clearly now and be more prepared to teach in my particular social context. however. I always wondered the purpose of all those. Still. which should be taught first. independent practice. I decided to try something else. Schools all follow the instructions of the same education department and they have no right to decide what to teach.. I earned a TEFL certificate from the University of Arizona because I thought I need further education to better teach my students.

What’s more. they have to be responsible for their own choices. Provide by a national curriculum and textbooks. then graduate from the university (especially a prestigious one). Generally speaking. encourage the creativity and appraise their every attempt. For example. School districts can choose the courses to offer to student. funding and resources issues. For example. and past the exam.important courses‖ because of the major social mobility goal among all the people—to pass NUEE which assess the ―important ones‖. students in this class would tend to be obedient and diligent. While in US. the courses are designed to help students explore/find the answers in the new field themselves. all my teachers had done was just help me memorize the knowledge by practices. they China focus more on standards and rankings and expect teacher giving the answers to everything. there is no unified national curriculum from the fundamental to higher education. and our school open those courses according to factors like social demand. . For the students. the choice of electives varies dramatically. Every state and most major US cities are developing their own curriculum frameworks to satisfy the need of people from different background and countries. in my high school learning experience. The carelessness on every step of their learning experience will affect their further education. the schools are under great pressure in helping students to gain high grades in ―important‖ subjects. historical tradition. Then the major role for teachers is to help the students achieving high scores. but end up lacking in leadership and creativity. on the other hand. finally earn a better career with security and higher income. One the one hand. In addition. think critically. Therefore. it has more than40 courses for students to choose from. in the high school I am going to teach. except the compulsory subjects. he/she less likely to consider how to adapt her teaching to the real classroom situation and meet the special need to students. philosophical and political influences. students have the right and freedom on choosing the elective course.

By Fan ZHENG Under the above circumstance. to give us the ―correct‖ answer. but from all kinds of resources. There are many roles other than just one. etc. she delivers a class that encourages individualism under guidance. The reading materials she listed were not from one book. First. all expected Amy. Secondly. that is: not giving the answers or solution! The following picture showed how she presented the lesson. teachers encourage the diversity. give us the responsibility and opportunity to learn and explore things by ourselves. I not only benefit from finding out the differences. such as in the group presentation and demo part. Right in the first day. Secondly. and how I am going to find out the answers in the future: . journals. internet. and to ready to help instead of telling students what to do directly. And even she gave the answer. In conclusion. Her role is more likely to be stimulation to our sharing and if we presented one belief. she tended to guide us to find out the answers first. Moreover. In Amy’s class. she tends to teach us in multiple ways in order to address our different intelligence. He/she is less likely to teach but to facilitate the learning process. while we. in the class. encouraging us to try it out ourselves. she tended to give an answer of ―yes‖. e. In Amy’s class. respect individuality and never give a negative response to students’ thinking. it might only be one of the possible answers. I experienced a culture shock. teachers in American play a very different role compared to teachers in China. we gave opinions upon the way that the song should be used in Chinese teaching. but also benefit a lot from her teaching strategy and the way I am going to think about teaching. students from China. teachers need to choose materials and teach in a way that most likely to meet the students’ learning objectives.g. there is no textbook. she developed her lessons to meet the real need of our Chinese teachers. For example. For instance.

questioning. etc. What’s more. such as. When I searched in the internet. serious on every work or opinion from the students. There are also verbs for the other two domains. one of the reminders in my lesson planning: Overall. for each level. there are verbs for cognitive domain of bloom’s taxonomy. The following is one of the pictures I am going to stick on my wall. she set a good example for me of what a high school teacher should be. . Knowledge Count. and each level can have more than twenty verbs.The next table is one of the treasure I explored by myself. I am not only thankful for the practical things she taught us. It really makes me easier when I am going to writing objectives. but more thankful for her effort in showing us the way to explore the knowledge ocean ourselves. listening. Recall Recite Write Comprehend Explain Summarize Identify Classify Apply Change Interview prepare Role-play Analyze Compare Contrast Distinguish examine Synthesize Design Plan Rewrite Make Evaluate Argue Prove Judge Conclude I can use so many practice things I learnt in this class.

. questioning. They will have better understanding on Chinese language and culture by exploring the symbolism of the moon. The following is the standards from GLCEs and 5Cs. imagery. the moon as a symbol and as a vehicle in the works of three Tang Dynasty this activity? era Chinese poets. Affective: Students will gain their enthusiasm about reading Chinese poems and writing Chinese poems using with symbolism. 2. especially in poems. The moon is the most common symbol in Chinese culture. inferring. they will identify the symbol of to do as a result of death. and consistency to develop credible narrators.08. R. visual.By Fan ZHENG Title of Activity or Lesson: Estimated Time Required: 130 mins Rationale: Symbols and feelings Grade Level(s)/Course: High school-Mandarin Level 2 Students have learnt symbolism in 8th grade.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting.04 analyze author’s craft including symbolism. Reading Attitude R.01 connect personal knowledge. so I am reinforce their previous learnt knowledge in Chinese. and/or print materials available only in the target language to acquire information 5Cs-communication Present songs. constructing mental images. rising and falling actions. Use audio. summarizing.08. Group 3: Moonlit Night By Fu Du (712 – 770) StandardsCognitive: based Students will be able to recall the words for feeling expression. 4. Besides. Students will be able to analyze the use of symbols in both Chinese and What do you want students to be able American languages.NT.08. poems or stories in the target language.CM. Group 1:Birdsong Brook By Wei Wang (701 – 762) b. and understanding of the world to themes and perspectives in text through oral and written responses. Resources & Materials: What resources or materials will students need in order to complete the tasks in this lesson? Song Mp3 and lyrics— Moon Represents My Heart Anna's Soccer Game. 1. 3. experiences. . The Raven-By Edgar Allan Poe Three Tang Dynasty era Chinese poets to different groups: a. R.08. and minor characters. rereading or listening again if uncertain about meaning. Students will illustrate a Chinese poem by pictures showing their understanding of the poems.AT. Group 2: In the Quiet Night By Bai Li (701 – 761) c. and engaging in interpretive discussions. visually representing ideas in text.MT. Objective(s) Students will be able to identify the feelings in the poems provided.

strategies. Sing the song      Divide students into 11 pairs Play the song once. Students work in pairs asking each other what they feel after listen to the song. (Mp3) 20 mins Pre-learning Activity How will you activate students’ prior knowledge in ways that prepare them to successfully complete the next task? (Conceptual or cultural content. Given out the lyrics (in Chinese and with Pinyin) (Worksheet 1) Play the song again and students sing the song together. Elicit the symbolism and the symbolism of the moon in the song. and write them on the board. Share the answers with other students .(in Chinese) 2. listening to.Moon represents my heart 1. Review different kinds of feeling expressions they learnt in the previous year. structures. (Review)    Share the feeling of the song listening 10 mins in the whole class (review previous learnt feelings). Share the feeling with other students. skills. vocabulary) 1. Listen to the song 2.Tasks What tasks will help students learn and how will you scaffold their learning during those tasks? CONTENT What will students do while working with the technology and/or reading. language. or viewing the texts? PROCESS How will you group students? How will you structure the task to help students work together to complete it successfully? TIME LIMITS How much time will you allot for each segment? Focus Activity How will you capture students’ attention? Song. Work in pairs discussing what the moon in the lyrics represents/symbolizes and what symbolism is.

Analyze the poem by Edgar Allan poe 2. . lonely.Darkness. Identify the common symbols in western poems.Bleak.Ghost.Raven Homework Individual write up Find the difference symbolism of the moon in Chinese culture by searching the internet.Stillness  share the answer with his/her partner  Discuss within the whole class  Possible answers: sad.Dirg es. afraid.  Write the following words(in 25 mins English) on the board and ask the students to describe the feelings(in Chinese) that come to mind after reading them. Dreary.Melancholy.  Giving out the work of the Raven.Ter rors.Lost. hopeless. 3.Grave. (in English) (Worksheet 3) Discussion the following questions in pairs: a.Sorrow. Match the symbols in western culture with their symbolism respectively.Stern. What does raven symbolize in the poem? c. What are the symbols in the poem? b. What are other symbols that symbolize death?  Brainstorming Ask students what kind of symbols Western poet might have used in their poems?  Match the image with the symbols Check for Understanding: Time of the day: 10 mins Illustration of the poemRaven Draw a picture expressing the feeling after the reading of the poem.By Fan ZHENG Modeling How will you show students what they are supposed to do? 1.

 Review the feeling by reading the story about Anna's Soccer Game.Moon represents my heart (Review) Students sing together to review the song Review the symbols in Chinese and Western poems. language.Continued--.the following session   Focus Activity How will you capture students’ attention? 1. structures. vocabulary) 1. 10 mins Pre-learning Activity How will you activate students’ prior knowledge in ways that prepare them to successfully complete the next task? (Conceptual or cultural content. Review different kinds of feeling expressions by a reading activity. strategies. skills. Song. 10 mins .

Check for understanding: Main idea of the poems Debrief How will you check students' comprehension and provide them with feedback on their performance? check the main idea with each group Hand in answers to the questions One student in each group is going to write down the answers for each groupthe feelings after reading. Brainstorming Ask students what kind of symbols Western poet might have used in their poems? 2. Discuss in groups the symbols and feelings in three Chinese poems respectively  Questions to discuss a. the moon?  Discuss the main idea of the poem in each group. Match the image with the symbols  How will you support learners' understanding while they work? Divide students into 3 groups. And give out different poems by three Tang Dynasty era Chinese poets to different groups: d. Group 3: Moonlit Night By Fu Du (712 – 770) Read aloud Students in each group work together to check the meaning and pronunciation of the words in the poem. Then they read the poem together in the group. and the general idea of the poem. 4. What do you think was the feeling of the writer when he wrote the poem? c. 40 mins  3. What does the moon symbolize in the poem? d. How do you feel after you read the poem? b.By Fan ZHENG Guided Practice How will you encourage students to actively engage with the technology or text? Ask questions Communicate with peers Create connections Find patterns Make & check predictions Organize information Represent understanding 1. How would the scene feel different if it was bathed in the light of the sun rather than e. Group 1:Birdsong Brook By Wei Wang (701 – 762) e. Group 2: In the Quiet Night By Bai Li (701 – 761) f. Identify the scenes and discuss what feeling each author was trying to impart with the image. .

Present the poem    There will be a presentation from each group three days after the class. Discuss in a group about how to draw a picture of the scene. read the poems (in Chinese) and explain the poems (in English) to other two groups’ students. Creating Affective: Valuing Which of Gardner’s Multiple Intelligences did you tap? Linguistic. Three days later – 21 mins Closure How will you help students to: Summarize & Organize Reflect Connect Extend Preview 1. Evaluating. Search by internet 2. exploring the author’s personal life and poetry.  1.  Homework What will students do at home to reinforce or practice what they have learned? 1. Visual. enrich. Reflective paper  What levels of Bloom’s taxonomy did this lesson target? Cognitive: Remembering. or extend students' learning after they have completed this activity? Post-learning Activities Venn Diagram  Students draw a Venn Diagram about the symbolism of the moon in Chinese and American poetry Assessment/Evaluation How will you help students determine whether or not they learned anything from the activity? How will you use this information to decide what students need to do next? How will you provide students with feedback on their performance? . Students of each group will be given a brief comment of their performance from the teacher Students in each group look into their poet in depth. Interpersonal. They are going to show the poster (in which they draw the picture for the scene of the poem).(Standards-based Extensions) What kinds of activities could you use to re-teach. Analyzing. Students are going to write a reflective essay in what they have learnt in these two classes. (Each group will be provided with a poster) Draw the scene base on author’s life and the poem which they are going to present (act it out) and explain it in Chinese three days later. Students from each groups do presentations of three poems. Musical. using the internet as a resource. Kinesthetic . Understanding.

such deep feeling. How much I have love for you… My affection is real. The moon represents my heart. wǒ de ài bùbiàn yuèliang dàibiǎo wǒ de xīn qīngqīng de yīgè wěn yǐjīng dǎdòng wǒ de xīn shēnshēn de yīduàn qíng jiào wǒ sīniàn dào rújīn nǐ wèn wǒ ài nǐ yǒu duō shēn wǒ ài nǐ yǒu jǐ fēn nǐ qù xiǎng yī xiǎng. How much I have love for you… My affection does not waver. The moon represents my heart. My love is real. 你 去 想 一 想, 你 去 看 一 看 月亮代表我的心 yuèliang dàibiǎo wǒ de xīn nǐ wèn wǒ ài nǐ yǒu duō shēn wǒ ài nǐ yǒu jǐ fēn wǒ de qíng yě zhēn. 我 的 情 不 移,我 的 爱 不 变 月亮代表我的心 轻 轻 的 一 个 问, 一经打动我的心 深 深 的 一 段 情, 教我思念到如今 你问我爱你有多深 我 爱 你 有 几 分. How much I have love for you… Go and think. Go and see. nǐ qù kàn yī kàn yuèliang dàibiǎo wǒ de xīn Moon Represents My Heart You ask how deep I have love for you. You ask how deep I have love for you. You ask how deep I have love for you. makes me miss you now. My love will not change. The moon represents my heart. Just one soft kiss is enough to move my heart. 我 的 情 也 真,我 的 爱 也 真 月亮代表我的心 你问我爱你有多深 我 爱 你 有 几 分.By Fan ZHENG Reference 月亮代表我的心 你问我爱你有多深 我 爱 你 有 几 分. . wǒ de ài yě zhēn yuèliang dàibiǎo wǒ de xīn nǐ wèn wǒ ài nǐ yǒu duō shēn wǒ ài nǐ yǒu jǐ fēn wǒ de qíng bùyí.

Anna's Soccer Game.you will give two feelings to your students and one of them is the right one.the ball goes between Anna's legs . Let's read 1.says Anna " I know how to win this game!" Does she feel BORED or DETERMINED? 4. Does she feel SCARED or EXCITED? . During the game . Does she feel SILLY or BORED? 5.and the other team laughs at her.I had enough" . Does she feel SNEAKY or EMBARRASSED? 3. After each little situation . Anna scores the goal. Before big soccer game . Anna distracts the other team by yelling and making different sounds.Anna thinks she's going to play better than the last game. "Ok . Does she feel WORRIED or PROUD? 2.

and nothing more. Let me see. nearly napping. and nothing more. with many a flirt and flutter. rapping at my chamber door. while I pondered. Darkness there. "tapping at my chamber door-Only this. when. "Lenore!" This I whispered. While I nodded. Then into the chamber turning.This it is and nothing more. And each separate dying ember wrought its ghost upon the floor. And so faintly you came tapping." said I. then." said I. And the only word there spoken was the whispered word. and nothing more. Presently my soul grew stronger." I muttered. 'Tis the wind. "'Tis some visitor. As of some one rapping. But the fact is I was napping. weak and weakry. distinctly I remember it was in the bleak December. long I stood there wondering. suddenly there came a tapping. In there stepped a stately raven of the saintly days of yore. all my soul within me burning. But the silence was unbroken. ." Ah. and the darkness gave no token. Eagerly I wished the morrow. I stood repeating " ' Tis some visitor entreating entrance at my chamber doorSome late visitor entreating entrance at my chamber door. and so gently you came rapping. So that now. That I scarce was sure I heard you"--here I opened wide the door. Soon I heard again a tapping somewhat louder than before. "or Madam. hesitating then no longer. -vainly I had tried to borrow From my books surcease of sorrow(1)-sorrow for the lost LenoreFor the rare and radiant maiden whom the angels name LenoreNameless here for evermore And the silken sad uncertain rustling of each purple curtain Thrilled me-filled me with fantastic terrors never felt before. tapping at my chamber door. " Lenore! " Merely this. "surely that is something at my window lattice. what thereat is. Deep into that: darkness peering. truly your forgiveness I implore. dreaming dreams no mortal ever dared to dream before. to still the beating of my heart. and this mystery exploreLet my heart be still a moment and this mystery explore. "Surely. Over many a quint and curious volume of forgotten lore. fearing Doubting. and nothing more! Open here I flung the shutter.By Fan ZHENG The Raven Once upon a midnight dreary. and an echo murmured back the word. "Sir.

By the grave and stern decorum of the countenance it wore. I betook myself to linking Fancy unto fancy." said I.Not the least obeisance made he. Stern Despair returned. For we cannot help agreeing that no sublunary being (4) Ever yet was blessed with seeing bird above his chamber doorBird or beast upon the sculptured bust above I us chamber door. "Nevermore. But whose velvet violet lining with the lamplight gloating o'er. thou. and bust. ah. She shall press. and nothing more. With such mime as "Nevermore. " Wondering at the stillness broken by reply so aptly spoken. But the raven. with mien of lord or lady. But. perched above my chamber doorPerched upon a bust of Pallas(2) just above my chamber doorPerched. "Nevermore. This and more I sat divining. but no syllable expressing To the fowl whose fiery eyes now burned into my bosom's core. Though its answer little meaning-little relevancy hore. Then this ebony bird beguiling my sad fancy into smiling. "what it utters is its only stock and store(5). " Quoth the raven. when Hope he would adjure. sitting lonely on the placid bust. spoke only That one word. and sat. Then upon the velvet sinking. and ominous bird of yore Meant in croaking "Nevermore." Caught from some unhappy master whom unmerciful Disaster Followed fast and followed fastel-so. thinking what this ominous bird of yoreWhat this grim. Ghastly grim and ancient raven wandering from the Nightly shoreTell me what thy lordly name is on the Night ' s Plutonian shore! (3) " Quoth the raven. instead of the sweet Hope he dared adjureThat sad answer. ghastly. Straight I wheeled a cushioned seat in front of bird. Nothing farther then he uttered-not a feather then he flutteredTill I scarcely more than muttered. " This I sat engaged in guessing. as if his soul in that ill~ word he did outpour. "Other friends have flown beforeOn the morrow he will leave me. gaunt. "art sure no craven. and door. with my head at ease reclining On the cushion's velvet lining that the lamplight gloated o'er. not an instant stopped or stayed he. " Much I marveled this ungainly fowl to hear discourse so plainly. "Though thy crest be shorn and shaven. nevermore! . as my hopes have flown before. ungainly." I said. "Doubtless. "Nevermore!" But the raven still beguiling all my sad soul into smiling.

upstarting"Get thee back into the tempest and the Night's plutonian shore! Leave no black plume as a token of that lie thy soul hath spoken! Leave my loneliness unbroken! -quit the bust above my door! Take thy beak from out my heart. It shall clasp a sainted maiden whom the angels name LenoreClasp a rare and radiant maiden whom the angels name Lenore. methought. the air grew denser. still is sitting. I imploreIs there-is there balm in Gilead?(7)-tell me-tell me. still is sitting On the pallid bust of Pallas just above my chamber door. And his eyes have all the seeming of a demon that is dreaming. "Nevermore. "Wretch. "thing of evil! -prophet still. never flitting. on this desert land enchantedOn this home by Horror haunted-tell me truly. "thing of evil! -prophet still. " "Prophet!" said I.By Fan ZHENG Then. if bird or devil! By that Heaven that bends above us-by that God we both adoreTell this soul with sorrow laden if. and take thy form from off my door! " Quoth the raven. yet all undaunted. I implore!" Quoth the raven. And my soul from out chat shadow that lies floating on the floor Shall be lifted-nevermore! . "thy God hath lent thee-by these angels he hath sent thee Respite-respite and Nepenthe(6) from thy memories of Lenore! Let me quaff this kind Nepenthe and forget this lost Lenore!" Quoth the raven. within the distant Aidenn (8). And the lamp-light o' er him streaming throve his shadow on the floor. if bird or devil! Whether Tempter sent. perfumed from an unseen censer Swung by angels whose faint foot-falls tinkled on the tufted floor. Desolate. "Nevermore." I cried. " "Prophet!" said I. Quoth the raven. bird or fiend!" I shrieked. or whether tempest tossed thee here ashore. " And the raven. "Nevermore. " "Be that word our sign of parting. "Nevermore.

Birdsong Brook Idly I watch cassia flowers fall. startling the mountain birds. The bark is aromatic and smells like cinnamon. In the clear light her white arms sense the chill. -Bai Li (701 – 761) Vocabulary Hoarfrost: The frost that collects on the grass. I lift my head and watch the moon. far away. tree branches and various other surfaces early in the morning. and my thoughts fill With sadness for my children. Moonlit Night In Fuzhou. Fuzhou: The home city of Du Fu. . Known for melting once the sun is fully risen. Basically frozen dew. -Wei Wang (701 – 762) Vocabulary Cassia: Small tree with bright orangish yellow flowers. Her cloud-soft hair is moist with fragrant mist. my wife is watching The moon alone tonight. who can’t think Of me here in Changan. When will we feel the moonlight dry our tears. Leaning together on our window-sill? -Fu Du (712 – 770) Vocabulary Changan: Capital city of the Tang Dynasty. Once in a while in the Spring brook they sing. empty the hill in Spring. Still is the night. In the Quiet Night The floor before my bed is bright. Up comes the moon. Moonlight—like hoarfrost—in my room. also known as Chinese Cinnamon. I drop my head and think of home. Brook: A stream. they’re too young still.