To begin our lesson, I asked Chase to create examples of both an adjective and adverb subordinate clause in a sentence. Next, we read an author written article about expository writing. We discussed the relationship between exposition and plot especially as it is expressed by the narrator. Lastly, we continued reading "The Metamorphosis."

Today we began by reviewing subordinate clauses. I gave Chase a selection of sentences and asked her to identify the main and subordinate clause, as well as the type of subordinate clause. We continued to read Kafka, and discussed his writing style especially as it relates to his use of syntax. Kafka writes with clause after clause, and we are meant to trudge through this literary inertia in order to truly understand the frustration and desperation of the main character. Furthermore, I introduced the different pillars of creating realism within a story: the physical, organizational, and psychological elements. I also introduced the concepts of juxtaposition and relativism, and asked Chase to consider how applying these techniques would improve her writing.

Today we reviewed subordinate clauses. Next, we continued to read "The Metamorphosis." We discussed existentialist literature and Kafka's use of realism in setting, and the way the character deals with an absurd situation out of his control. Lastly, I asked Chase to rewrite her creative short story while using Kafka's writing and penchant for exposition as inspiration.

Today, we reviewed and discussed Chase's character vignette's inspired by "The Specialist's Hat." Next, we started reading "The Metamorphosis" by Franz Kafka. To finish, I gave a brief introduction and lesson on subordinate clauses (adjective and adverb).

Chase wrote three vignettes for each of three characters, the babysitter, the dad, and one of the twins, in the short horror story "The Specialist's Hat." She then continued with her work on Kafka's masterpiece, "The Metamorphosis."

Today we discussed the short story that Chase wrote last night. We discussed adding imagery to make vivid scenes. Next, we read "The Specialist's Hat," we discussed the plot's timeline, scenery, characterization, and more. Then we went over examples of metaphor, personification, and simile to preview tomorrow's lesson.

Today we discussed the alternative ending that Chase wrote to "The Lottery." Next, we read "Girl" by Jamaica Kincaid, and "Snow" by Julia Alvarez. We discussed descriptive imagery, stylistic effect, and how the authors approached their topics. Next, we brainstormed a short story concept that Chase could write. We then outlined the plot development and went over active verbs she could integrate into her narration. Chase should write the first draft for homework tonight.

Chase read Shirley Jackson's classic short story "The Lottery," and drafted an alternate ending. We then discussed the story, focusing on foreshadowing, irony, and symbolism.

Today we began with six word stories. I asked Chase to write six words that told a story based on an image. The purpose of the exercise is to show how important powerful verbs and descriptive imagery are. Next we read "Still I Rise," by Maya Angelou and discussed the meter, repetition, and imagery in the poem. Lastly, Chase did a free write where she composed a poem. We discussed ways to continue to rework the poem to get it to the point of publishing, and Chase should continue to add on to it for homework.

Chase was absent today.