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短文。
Growing up, the first day of school was always exciting — new clothes, supplies, and classes. But at twenty-three, the first day of school had me in a panic. I was the new teacher.
I had just celebrated my birthday, the new year, and my divorce. Unloved and unneeded, the rejection of a failed marriage still hurt. I had graduated in December, and a school more than sixty miles from my apartment had hired me to teach a class of twenty-two fifth graders.
As the principal Mrs. Bright walked me to my classroom
I asked, “What happened to the last teacher ” She answered, “She left just a week after the school year started. There have been thirteen replacement teachers since then. You are the fourteenth one, Sylvia.”
As I entered the classroom, I said with a sweet smile, “I’m your teacher for the rest of the year.” The kids were excited to meet me, but they quickly became restless. Some sat wherever they wanted, while others talked or passed notes. One girl called Tracy crawled under her desk, and a boy named Kyle began crying for no reason. The rest of the day was chaotic-fights broke out, and some kids refused to talk to me. As the final bell rang, I collapsed into my chair, exhausted.
Later, during my conference period, Mrs. Bright told me, “Tracy can’t read and doesn’t pay attention. Just leave her alone, and make up a grade.” I was shocked. “What about Kyle ” I asked. “He’ll be fine. He is just lonely. His mom is a single mother working around the clock.”
Through our exchange, I came to understand that most of these kids had been kicked out of other schools. No one came to their rescue. They were the ones no one else wanted. These kids, like me, were used to rejection. The pain of my own divorce made me realize how much they deserved better.
注意 ：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1:
I decided to do something for these rejected kids. ________________________________
Paragraph 2:
Gradually, the students realized that I cared for them. _____________________
文章大意
主人公 23 岁时成为一名教师，此前刚经历生日、新年和离婚，离婚的伤痛让她内心满是创伤。她应聘到距离公寓 60 多英里外的学校，教 22 名五年级学生。这班学生十分棘手，此前已有 13 位代课老师，她是第 14 位。开学第一天，课堂混乱不堪，学生们各有问题，比如特蕾西不识字且注意力不集中，凯尔无故哭泣。校长建议她放弃特蕾西，随意给个成绩，还提及凯尔因母亲忙碌而孤独。主人公意识到这些孩子和自己一样常被拒绝，决定为他们做点什么。
故事山分析
开端：主人公经历离婚后成为新老师，来到一个情况复杂的班级。
发展：开学第一天，课堂秩序混乱，学生问题百出，校长给出消极建议，主人公了解到学生常被拒绝的处境。
高潮：主人公决定为这些被拒绝的孩子做些事情，这是故事的转折点，后续情节将围绕她的行动展开。
结局（待续写）：要展现主人公的行动如何改变学生，学生们的反应以及最终师生之间建立起怎样的关系，体现关爱和改变的主题。
伏笔以及在续写中的回应
主人公刚经历离婚，内心痛苦：在续写中，她的这段经历会成为她关爱学生的情感基础，促使她想要给这些同样被拒绝的孩子温暖，也可能在与学生相处过程中，从学生身上获得治愈。
班级已有 13 位代课老师，她是第 14 位：这暗示了班级管理的难度，在续写中，会突出她改变班级现状的艰难，也会体现她坚持下来的决心和努力。
学生课堂表现混乱，各有问题：在续写中，这些问题会成为她采取行动的具体目标，比如帮助特蕾西提高阅读能力，让凯尔不再孤独等。
校长给出消极建议：在续写中，她会违背校长的建议，积极采取行动，这会形成一种对比，突出她的教育理念和善良。
学生和主人公一样常被拒绝：在续写中，这是她和学生之间的情感纽带，会促进他们之间关系的发展，也会是她行动的动力源泉。
续写要点（两段）
第一段：详细描述主人公为帮助学生所采取的具体行动，如为特蕾西制定个性化的阅读辅导计划，课余时间陪伴凯尔，组织团队活动增强班级凝聚力等，体现她的决心和努力。
第二段：描述学生们逐渐意识到老师的关爱后的反应，如特蕾西开始努力学习阅读，凯尔变得开朗，班级氛围变得积极向上，大家更加团结友爱，突出关爱的力量和改变的成果。
情感线
起初，主人公因离婚陷入痛苦和自我怀疑，成为老师面对混乱班级时感到无助和迷茫。但当她意识到学生和自己相似的被拒绝经历后，内心涌起强烈的保护欲和责任感，决定为学生付出努力。在帮助学生过程中，她充满期待又略带紧张。当学生们感受到关爱并做出改变时，她的内心满是欣慰和喜悦，也重新找回了自信和价值。
故事线
主人公经历离婚后成为新老师，来到问题班级。
开学第一天班级混乱，学生问题多，校长给出消极建议。
主人公意识到学生和自己都常被拒绝，决定为学生做些事。
主人公采取行动帮助学生，如辅导特蕾西、陪伴凯尔、组织活动等。
学生们意识到老师的关爱，开始发生改变。
班级氛围变好，师生关系融洽，主人公也获得成长。
主旨升华句
This experience taught me that even the most seemingly difficult students can be transformed by a little love and care, and that every child deserves a chance to shine.（这次经历教会我，即使是看似最棘手的学生，也能被一点点爱和关怀所改变，每个孩子都值得拥有闪耀的机会。）
Through my journey with these kids, I realized that our past pain can be turned into a powerful force for good, inspiring us to bring hope and light to others.（通过和这些孩子相处的过程，我意识到我们过去的痛苦可以转化为一股强大的向善力量，激励我们为他人带来希望和光明。）
In the end, I understood that teaching is not just about imparting knowledge but about mending broken hearts and building a community where everyone feels valued and loved.（最后，我明白了教育不仅仅是传授知识，更是修补破碎的心灵，构建一个让每个人都感到被重视和关爱的群体。）
This story of transformation shows that no matter how many times we are rejected in life, a single act of kindness can start a chain reaction of positive change.（这个转变的故事表明，无论我们在生活中被拒绝多少次，一个简单的善举都能引发积极改变的连锁反应。）
My time with these students made me aware that in the face of rejection and chaos, love and perseverance can create a haven of warmth and growth.（和这些学生相处的时光让我意识到，在面对拒绝和混乱时，爱和坚持可以创造一个温暖和成长的港湾。）
写作示范一
I decided to do something for these rejected kids. First, I spent my evenings researching effective teaching methods for students with learning difficulties like Tracy. I created a special reading corner in the classroom, filled with colorful picture books and easy - to - read stories. Every day after class, I would patiently sit with Tracy, guiding her through the words, letter by letter. For Kyle, I made sure to have a short chat with him every morning, asking about his night and showing genuine interest in his life. I also organized group activities like a mini - drama performance, aiming to boost their teamwork spirit and confidence.
Gradually, the students realized that I cared for them. Tracy started to show up at the reading corner on her own, her eyes filled with eagerness to learn. She made great progress in reading, and her attention in class improved significantly. Kyle became more outgoing, often sharing his little joys with the class. The once - chaotic classroom now was filled with laughter and the sound of focused discussions. The students began to support each other, and a strong sense of unity grew among them. They knew that they were no longer alone and that they were truly loved and cared for.
写作示范二
I decided to do something for these rejected kids. I started by having one - on - one conversations with each student, trying to understand their interests and pain. For Tracy, I arranged a peer - tutoring program, pairing her with a more advanced student who shared her love for art. I also designed a special curriculum that incorporated art into reading lessons to make it more appealing to her. As for Kyle, I invited him to help me with small tasks in the classroom, like distributing papers, which made him feel needed. Besides, I organized a “family day” in the classroom, where each student could share their family stories, aiming to break the ice and build a closer bond.
Gradually, the students realized that I cared for them. Tracy's grades started to improve, and she became more engaged in class. She even volunteered to read aloud in front of the class, a huge step for her. Kyle's crying spells became a thing of the past. He was always the first one to raise his hand to help. The whole class became more harmonious. They started to respect each other and work together as a team. It was a beautiful transformation, and I knew that all my efforts had paid off.

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