I. The student will compare 2 poems of Photography.
II. The student will read a short story titled "The Dog who Thought he was a Cat.
III. The student will work on a collaborative project on root words.

I. Read another poem on photography.
II. Revise the imagery, title, diction of his original poem to convey more precisely his theme.

I. The student will learn the title rule
II. The student will practice the title rule
III. The student will embellish the poem written with punctuation and a working title

I. Aspects of color, tone, style, theme, and size will be explained
II. The student will apply the aspects of color, tone, style, theme, and size to his own art and poetry
III. The student will submit poem about art.

I. The student will learn how to look at a piece of art.
II. The student will learn to define a narrative poem.
III. The student will create a narrative poem from a picture prompt.
Philip and I reviewed perspective, the 4 elements, theme, color, and shape while analyzing works of art including two of his creations.
Then Philip was exposed to many images cut from magazines. He was assigned to select one and create a narrative poem about it; however, he creatively decided to select more than one and derive his narrative poem from two. He is thinking outside the box and learning to express himself even more freely. He enjoyed the lesson and desires to complete the assignment for homework so he can put more thought into it. He said he enjoyed the class!

I. The student will learn the IEW Narrative Format
II. The student will read Langston Hughes's Short Story Thank You M'aam
III. The student will view film of same -
Philip enjoyed this classic short story and also the student made film of it! He agreed that Langston Hughe's format was concise and effective and correctly identified the ironic elements of same. He was positive and engaged and seemed to like this story the best of all we've read. We discussed his short story project as well.

I. The student will learn that in verse enjambment is the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.
II. It is a continuation of a sentence across the line break between lines.Philip really enjoyed the Edwin Arlington classic poem "Richard Cory." He was able to infer that Richard Cory was deified by the common man. He identified a theme of the poem along with the rhyme scheme and iambic pentameter. This was a great lesson.
III. The student will identify the deification of Richard Cory and the sudden reversal at the end.
IV The student will state a theme of the poem.

I. Black History Month "The Harlem Renaissance."

II. I supplied poster board and markers.

III. Content was reviewed last week.

I. Review of expectations for submitting, titling, and submiting documents for Creative Writing-submission of surprise ending short story
II. oral reading/listening to "Mother to Son" by Langston Hughes
III. BHM poster assignment -rough draft due at beginning of class next week
IV. Information on The Harlem Renaissance

Creative Writing Honors

i. Writing from Pictures Review-think what is outside the box, example given of The Boy, the Mole, the Fox, and the Horse by Charlie Mackery, who wrote the story having drawn the pictures first.

Review writing a surprise ending.

Encourage vocabulary development and grammar knowledge by defining egregious-the referee’s call in the Superbowl was controversial, but not egregious.

Encourage vocabulary development, grammar knowledge, and mechanics by intorducing the LY Adverb List and providing Philip with a copy.

Introduce the checklist for grading.





He looked at the three pictures provided. He used the ly adverb list to identify a less common word than patiently. He went to work and completed his story with a surprise ending.