The Content Knowledge category specifically demonstrates my knowledge with an array of literature and multi-media text and my ability to teach the content to students. 

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Standard I

The first standard addresses my knowledge of reading and literacy.  

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The first element displays my knowledge of various types of texts.

• The first evidence is an excerpt from my college transcript that highlights all of the literature and public relation courses that I have taken. I have taken a varied range of literature classes from African American Theater to Women Writers, all of which I have passed with a B or higher. My minor in African American studies and the literature courses that I have taken for my minor demonstrate my knowledge of race theory in literature. 

• The second evidence is an excerpt of my Praxis English Language Arts: Content & Analysis. I passed the test on my first attempt and my score demonstrates that I possess the content knowledge to teach high school English. 

• The third and fourth pieces of evidence are resource text sets for the novels Their Eyes Were Watching God by Zora Neale Hurston and Fahrenheit 451 by Ray Bradbury. These text sets display how I am able to provide an array of diverse text across multiple genres and time periods to show the experiences of writers from different traditions, social classes, ethnicities, and etc. to students. 

• The fifth and sixth pieces of evidence are graded essays from two literature courses that I have taken, both of which earned an A. These essays demonstrate my subject knowledge of diverse text and literary theories needed to teach text analysis these works. 

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The second element of this first standard addresses my understanding of how adolescents read and make meaning with texts and through media.

• The first evidence is an excerpt of my transcript, which displays all of the public relations and graduate media courses that I have taken. Because of my minor in public relations, I have taken classes that demonstrate my knowledge of multimedia texts and communication. 

• The second evidence is a media unit plan for the novel Animal Farm by George Orwell.  The unit plan displays how I would use help students make meaning of the novel through media. 

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Standard II

The second standard addresses my knowledge of reading and composing texts.  

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The first element displays my ability to compose a wide range of formal and informal texts across various mediums.

• The first evidence showcases an excerpt from my college transcript which shows all of the writing courses that I have taken. All of which I have passed with an A. These courses have allowed me to compose an array of texts from creative fiction to non-fiction pieces in my writing courses. 

• The second evidence is a creative writing portfolio that I composed in my Creative Writing course, which earned an A. The portfolio showcases various poems and short stories that I wrote throughout the writing workshop and displays a reflection of my writing process. This portfolio demonstrates that I understand about the writing process and how to utilize a creative writing workshop model. 

• The third evidence is a multi-genre essay that I created in my Advanced Writing course. I created The multi-genre essay displays my ability to compose different genres in writing and incorporating media in text. 

• The fourth piece of evidence is a multi-genre and multi-modal reading blog post that I created.  This specific post further demonstrates how I can compose digital media through a blog post and also utilize social media to create a character analysis.  

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The second element displays my knowledge of the English language, its conventions, and how I can teach the English language (grammar, usage, mechanic, etc) to students.  

• The first evidence is an excerpt from my college transcript with my grades for English Language and E English Grammar, both of which I earned an A. These classes showcase my background knowledge regarding grammar, the history and societal impact of the English language on society. 

• The second evidence displays my final project for my English Language class, of which I earned an A. It displays both the Powerpoint and my personal reflection. This project utilizes educational research on how non-standard varieties are traditionally used to inhibit students. In my research, my group argues how non-standard varieties should be incorporated in the classroom to provide new ways of instruction and create a classroom community. 

• The third evidence is a Shakesperean unit plan on the play Othello that I created ​in my Shakesperean Tragedies class. This unit plan displays my ability to teach Shakesperean language to students. 

• The fourth evidence is a syntax lesson plan analyzing the lines from Tupac's poem "Liberty Needs Glasses". This lesson further displays how I can teach rhetorical situations to help students understand the language usage.

• The fifth evidence is a grammar lesson that I created in my English Grammar class that discusses the usage of pronouns. This lesson reflects my knowledge of grammar usage and how I would teach it to students. 

• The sixth piece of evidence is a lesson plan on the Goth genre and  Romanticism in the novel Frankenstein. This lesson plan displays my knowledge of different literary movements and how it affects language.  

• The seventh evidence is an essay that I wrote in my American Literature class regarding the usage of dialect in literature. I have highlighted the major points in the essay that highlights how dialect has been historically used to stereotype and limit people of color in society. 

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The third element displays how students compose texts and make meaning by interacting with media.

• The first evidence is an excerpt from my college transcript, which displays all of the public relations and graduate media courses that I have taken. Because of my minor in public relations, I have taken classes that demonstrate my knowledge of multimedia texts and communication. 

• The second evidence is a media unit plan for the novel Animal Farm by George Orwell.  The unit plan displays how I would use help students make meaning of the novel through media. 

• The third evidence is a profile of a young writer in my 9th grade honors classes during my student teaching placement.  In this profile, I help develop him as a writer through various writing engagements and writing conferences.