The Content Pedagogy: Writing & Composition category showcases my ability to teach writing through various writing strategies. 

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Standard IV

The fourth standard addresses my ability to plan, design, and teach writing lessons

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The first element addresses my ability to provide students with authentic writing assessments to guide my instruction.

• The first 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.

• The second evidence is a short series of lessons that I taught to 9th-grade honors regarding how to compose infographics. After I had the class engaged in preliminary research, students worked in groups to create an infographic on natural disasters. This project displays students composing informational text for a specific audience. 

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The second element of this standard addresses my ability to create a range of authentic assessments. 

• The first evidence showcases a variety of assessments to engage a student in writing.  In this profile, the students engage in writing and broadcasting a news show as a summative assignment.  

• The second evidence is a profile of a learner 

• The third evidence is an example of a writing assignment that I graded during my 1A student teaching placement. I graded a students' synthesis essays based on the work 1984 and used a single-point rubric to assess their writing. 

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The third element addresses how I design instruction regarding language conventions and provide writing strategies to guide student writing. 

• The first evidence is a grammar lesson that I created reading transitions in writing. I use a mentor sentence from the unit novel Fahrenheit 451 to guide students in writing. 

• The second evidence is the grammar lesson in Section II of the Writers Profile. (If you click Grammar Lesson link in the table of contents it will take you to the lesson). This lesson helped guide students to use both objective and subjective language in their own writing. 

• The third evidence is a lesson that I created in the course, English Grammar, to instruct students how to use relative clauses. The lesson gives students a chance to use relative clauses in their own writing.  

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The fourth element addresses how I design reading assignments based on student interests and abilities to inform instruction. 

• The first evidence showcases two lesson plans that utilize student home language to engage them In the lesson regarding freedom of speech.  The first lesson uses a variety of pop-culture examples of modern censorship and I use a clean version of the rap song "Fight the Power" by Public Enemy to show music examples of censorship. The second lesson 

• The second evidence is Project RESPECT

• The third evidence is another lesson from the Profile of Writer to introduce a dystopian unit. This lesson allowed students pair up with a student and create a story using a series of text messages (If you click Home and Community Language link in the table of contents it will take you to the lesson).

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The fifth element focuses on my ability to teach language and culture in the classroom to facilitate student comprehension. 

• The first evidence is

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The sixth element displays how I students' home and community language in my instruction. 

• The first evidence is