Emily Sarmiento“I believe that writing is one of the most therapeutic ways of expression and reading is the quickest means of escape.”-Emily Sarmiento

I was in sitting in my hairstylists chair getting a haircut when I had my “Aha” moment. I had suddenly realized that I wanted to become a teacher. It took me a while to realize what I was meant to do, so imagine my relief when it finally hit me!

I received a B.S. in Public Relations from Missouri State University in 2004. My interest in studying communications and journalism easily translates to my interest in writing and literature. One of my favorite aspects of literature is learning what affects it can have on people from different walks of life. This is a very exciting time in my life as I am in the beginnings of a new chapter.

I am working towards my Teaching Certification in Secondary English and look forward to revisiting the daunting days of high school.

“Do what you can, with what you have, where you are.” –Theodore Roosevelt

“Life moves pretty fast. If you don't stop and look around once in a while, you could miss it.” - Ferris Bueller

SNAPSHOT: USING YOUR MAGIC CAMERADeveloped by Barry Lane

“Writers are like photographers with giant zoom lenses, observing life in incredibly fine detail, pulling back to make sweeping generalizations, then zooming in again to make those generalizations come alive with detail.” –Barry Lane

What is Revision? A common misconception about revising is that it is simply rewriting or copying what has already been written. Revising actually involves what has not been written yet.

What does he mean by “Snapshot”? A “Snapshot is a concept that teaches writers to write in sharp physical detail.

Here is an example snapshot of Ma putting the children to bed from Laura Ingalls Wilder’s Little House in the Big Woods (1971).

“Ma kissed them both, and tucked the covers in around them. They lay there awhile, looking at Ma’s smooth, parted hair and her hands busy with sewing in the lamplight. Her needle made little clicking sounds against her thimble and then the thread went softly, swish! through the pretty calico that Pa had traded furs for”.

It is important to notice how Ingalls Wilder zooms in closer to her subject with more and more physical details. Barry Lane describes details to be like boxes inside boxes. Once you open one box, you open another and so on (think Russian doll).

As you listen/read the snapshot, what kind of questions do you have for the writer?

What color was Ma’s hair? Where did the Calico come from? How much light was in the room?

Use your Magic Camera! Point your camera and take a snapshot. Dig for Details. Physical detail creates mood. It is what creates the scene to your reader. What do you see? What do you smell? What do you hear? Use your senses! Remember the power of asking questions is to dig up more “specific” detail.

“Learning to write in physical detail is often the process of slowing down our senses and truly observing the world around us.” -Barry Lane

Green MagazineFreshman CompositionMs. SarmientoSpring 2010

The Overview

Rationale: Expanding environmental awareness is the main function that this magazine will promote. This magazine will address the many waste concerns that we see happening everyday at the school level. It is time to take these concerns to a literary level. Each student will submit an article on a topic relating to how, as a school, we can become more environmentally friendly and support “green” initiatives. It is important that we understand what is already being done and what programs could still be put into effect. The earth is our home and we need to have the knowledge about what we can do to preserve it. Everyone plays a role. Summary: Each student will submit an article to our class’ Green Magazine. Each article will focus on a different topic within the means of our “green” initiative. The articles can be a focus on how a specific school club is helping the cause, an interview, or a proposal. Any additional topics will need to be approved by Ms. Sarmiento. Along with the article students will be conducting research and gathering photos or examples to support their ideas. Each student will need two sources that should be sited within their article. Since this magazine will be “green” all articles will be submitted electronically.

Objectives: The students will learn to:1. Gain knowledge of current policies regarding recycling initiatives, etc.2. Apply the idea of “Saving the Earth” to his/her own lives and practices.3. Evaluate the current state of the school’s initiatives and propose new ideas.

Length: This lesson will take six class periods.

Materials: Computers (w/ internet and printer), Books from the Library (as needed), bring notebooks for drafting, pencils, memory drive to store resources

Assessment: Students will be graded on participation (5pts/day), two sources (10pts), photos/misc. support materials (5pts), completion of first draft (25pts), completion of final magazine article (30pts). Total=100pts

*My formative responses to my students will be throughout the process. I will be available everyday during this project to guide them along the way. I will have parts of this assignment due at different times so that we can work up to the final draft of their articles.

GREEN MAGAZINEObjective: Expand environmental awareness within the school by creating a Green Magazine.

Assignment: Each student will submit one magazine article to be published in the class’ “GREEN MAGAZINE”. The articles will focus on environmentally friendly initiatives, focus on what the school is currently initiating, and personal interviews. Other article topics will need to be approved by Ms. Sarmiento.

In addition to the article, each student will need to two sources that need to be sited within the article. Each article should be no more than 500 words. Students are also required to submit a photo or supporting material to their article.

We will have two days in the library to conduct research and prepare for the assignment. Please bring your own flash drive if you will be working on the computers in order to save your work.

Due Date: Tuesday, 4/20/10: First Draft due by end of classWednesday, 4/21/10: Photos/Supporting Materials dueThursday, 4/22/10: Final Draft due by end of classFriday, 4/23/10: Show and Tell

*Because the focus of this assignment is about green initiatives, all drafts and photos should be submitted electronically:

ess279@umsl.edu

Grading: This assignment will be graded over six days. Please take notice that each part of this assignment has its own due date.

Points Possible:Participation (5 points per day).............30Two Sources.........................................10Photos/Support Materials.......................5First Draft.............................................25Final Draft............................................30

_______ 100 total

GREEN MAGAZINE CALENDARFri. 4/16-Fri. 4/23

FRIDAY, 4/16/10 Introduction of assignmentBrainstorming topics

MONDAY, 4/19/10 Meet in libraryBegin research

TUESDAY, 4/20/10 Meet in libraryContinue researchFirst Draft Due

WEDNESDAY, 4/21/10 Checkout laptops from libraryWork on photos/drafts in classroomWork on with photos/supporting materialsPhotos/Supporting Materials Due

THURSDAY, 4/22/10 Earth Day Party-bring treatsFinalizing loose endsFinal Draft Due

FRIDAY, 4/23/10 Show and TellMeet outdoors?

Of Mice and MenEnglish IIMs. SarmientoSpring 2010

The Overview

Rationale: Learning to read different kinds of literature is important in the development of a student reader. Identifying the elements of a novel or a play can be an enlightening moment for a reader. Themes, character development, and symbolism are all parts of a story that can really bring it to life. In this lesson, we will be reading John Steinbeck’s novel, “Of Mice and Men”. We will discuss different literary elements of the book and challenge the students to find what they feel the book means to them.

Summary: Each student will be assigned the reading and then be asked to participate in a class discussion where they will brainstorm the main ideas of assigned reading. Along with the reading, the students will participate in different activities that will challenge them to communicate their thoughts on the book. We will work in groups, in pairs, and individually to complete the daily work. After three days of discussion, the class will watch the film interpretation of the book. They will also take a reading quiz and assigned a paper on a main theme of the book.

Objectives: The students will learn to:1. Read for comprehension2. Focus on themes of a novel

3. Develop thoughts on character development4. Expand on their own ideas5. Brainstorm and participate in discussion6. Work individually and in groups

Three Literacy Strategies: 1. Wall of Words (Initiating) 2. Venn Diagram (Constructing)3. People Portraits (Utilizing)

Materials: Of Mice and Men by John Steinbeck, paper, pencils, memory drive to store resources (optional)

Means of Assessment: This assignment will be graded over eight days.

Grading:

Assignment Points PossibleWall of Words/Theme Words Paragraph 10Venn Diagram Worksheet 10People Portraits Worksheet 10Reading Quiz 20Outline 20Theme Paper 100

Total 170

English II: Of Mice and Men Wednesday, 4/28/10 Day 1 Ms. Sarmiento

Objectives To start conversation about the book and get the students to start thinking about themes

InstructionalFramework

Initiating

Lesson PlanFormat

Teacher DirectedDirect Instruction – Discussing chapters 1-2Presentation – lecturing and discussionConcept – Introduce Wall of Words (front board)Student DirectedCooperative Group ParticipationWords/Terms/Themes written on the wallDiscussion

Grouping Whole Class

Materials & Resources

School: ChalkboardTeacher: Book, dictionaryStudent: Book, paper/pencil for note taking

Strategy WALL OF WORDS

Review PreviousLessons

Opening 10 Minutes – Do Now/Bell RingerWrite “DREAM” on the board and have students write down their definition

New Material

Middle 25 minutes - Actual Lesson

-Discuss how the word DREAM relates to the book. -Focus on chapters one and two.-Have students come up with their own words/themes that they feel stand out to the plot of the story and discuss in class how these words relate.

Guided Practice

10 minutes: Have students write a paragraph about which word they chose as relating the most to the book and why.

Closure to Lesson

5 minutes: Collect paragraphs

Assignment for Tomorrow

5 minutes: READ CHAPTERS 3 & 4

English II: Of Mice and Men Thursday, 4/29/10 Day 2 Ms. Sarmiento

Objectives To focus on character development

InstructionalFramework

Constructing

Lesson PlanFormat

Teacher DirectedDirect Instruction – brainstorm adjectives describing charactersPresentation – lecturing, following along with bookConcept - introducing character developmentStudent DirectedCooperative PairsBrainstormingDiscussion

Grouping Pairs

Materials & Resources

School: ChalkboardTeacher: Book, dictionaryStudent: Book, paper and pencil for note-taking

Strategy VENN DIAGRAM

Review PreviousLessons

Opening 10 Minutes Write “Companionship” on board for Wall of Words activity. Have students write down their definition and have quick discussion.

New Material Middle 25 minutes - Actual Lesson

-Discuss chapters three and four-Have students separate into groups of two and pass out Venn Diagram worksheets.-Students can pick any two characters that we have discussed so far and compare/contrast on the Venn Diagram-Explain how to use the chart

Guided Practice

10 minutes: Walk the room and answer and questions

Closure to Lesson

5 minutes: Collect Venn Diagrams

Assignment for Tomorrow

5 minutes: READ CHAPTERS 5 & 6 and pass out permission slips for movie

English II: Of Mice and MenFriday, 4/30/10 Day 3 Ms. Sarmiento

Objectives To brainstorm and focus on character development

InstructionalFramework

Utilizing

Lesson PlanFormat

Teacher DirectedDirect Instruction – Discuss chapters 5-6Presentation – lecturing, following along in bookConcept - introduce People PortraitsStudent DirectedCooperative Class DiscussionBrainstormingPeople Portraits Worksheet

Grouping Individual

Materials & Resources

School: ChalkboardTeacher: Book, DictionaryStudent: Book, pencil/paper for note-taking

Strategy PEOPLE PORTRAITS

Review PreviousLessons

Opening 10 Minutes – Do Now/Bell RingerWrite “LONLINESS” on board for Wall of Words activity

New Material Middle 25 minutes - Actual Lesson

-Discuss chapters 5 & 6-Focus on Character Development-Brainstorm/Discuss-Pass out People Portraits worksheet-Explain how to use the chart-Individual work-Share with the class

Guided Practice

10 minutes: Walk around the room and answer questions/develop ideas

Closure to Lesson

5 minutes: Collect worksheets/Collect permission slips

Assignment for Tomorrow

5 minutes: Assign Paper (Due Friday, May 7, 2010)

OF MICE AND MEN CALENDARWed. 4/28-Fri. 5/7

WEDNESDAY, 4/28/10 Introduce Wall of Words: DREAMDiscuss how DREAM relates to the bookBrainstorm words/themes with the class that relate to the bookHave students write paragraph on their themeCollect paragraphsAssign chapters 3&4

THURSDAY, 4/29/10 Wall of Words: CompanionshipDiscuss character development in chapters 3&4Pass out Venn Diagrams

Separate into pairsEach group picks two characters to compare/contrastCollect Venn Diagrams

Assign chapters 5&6Pass out movie permission slips

FRIDAY, 4/30/10 Wall of Words: LonelinessDiscuss chapters 5&6Pass out People Portraits worksheet (individual)Collect worksheets/permission slipsAssign PaperReserve TV/DVD for T-W-Th

MONDAY, 5/3/10 Collect permission slipsReading QuizQ&A about paperReview outlines

TUESDAY, 5/4/10 Begin movie

WEDNESDAY, 5/5/10 Watch movie

THURSDAY, 4/29/10 Finish movieCheck outlinesWork on papers in class

FRIDAY, 4/30/10 Papers DueGrammar/ Editing exercises

QuotesQuote 1: "Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray, sculptured stones." Chapter 1, pg. 2Quote 2: "...and he walked heavily, dragging his feet a little, the way a bear drags his paws." Chapter 1, pg. 2Quote 3: "You'd drink out of a gutter if you was thirsty." Chapter 1, pg. 3Quote 4: "Slowly, like a terrier who doesn't want to bring a

ball to its master, Lennie approached, drew back, approached again.Quote 5: "'Well, we ain't got any,' George exploded. 'Whatever we ain't got, that's what you want. God a'mighty, if I was alone I could live so easy. I could go get a job an' work, an' no trouble....An' whatta I got,' George went on furiously. 'I got you! You can't keep a job and you lose me ever' job I get. Jus' keep me shovin' all over the country all the time. An' that ain't the worst. You get in trouble. You do bad things and I got to get you out.'" Chapter 1, pg. 11

Name: __________________________Of Mice and Men: Venn Diagram

George Lennie

Name: ____________________________

Of Mice and MenPeople Portraits

Character’s Name Appearance Actions Personality

Chapters1&2

Chapters3&4

Chapters5&6

NAME: ____________________________

OF MICE AND MENTHEME PAPER

Using the themes that we have discussed and developed in class, write a five-paragraph paper focusing the theme that you believe is most prevalent throughout the book.

Reference specific scenes in the book where you believe the theme is present.

Your paper should include an Introduction, three supporting paragraphs, and a Conclusion.

*THERE IS NO WRONG ANSWER! SUPPORT YOUR IDEAS!*

Paper due: Friday, 5/7/10