This class period is dedicated to writing the essay analyzing the poem "Truth," by Gwendolyn Brooks. I will have an overhead of how the essay is to be written and an overhead of common mistakes to avoid. In essence, because this is the first essay the students will write I have given a lot of guidance; if fact all they have to do is fill in the blanks. See under teacher information for the overhead of the essay.

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques,figurative language, and genre to create, critique, and discuss print and nonprint texts.

Students must have their questions over the poem answer and in class or else writing the essay will be extremely difficult.

The essay is the assessment of their understanding of the poem. In essence, students will lose points for each component they are missing.

Daily Language Practice. Go over overhead showing the requirements for the essay. Set students loose and have them begin writing. Students can work with one other person or by themselves. It depends on the character of the individuals in the class.

Students will use Claris Works word processor to type and spell check their essays.