Standard #2- Possess an in-depth knowledge of the subject taught
Teachers must be experts in their field just as any other professional in the work force. More importantly, students depend on teachers to gain access to a variety of discourses, which is a way of being in the world that affects our views on all things. Throughout my undergraduate career, I was able to engage in many interesting classes that widened by understand and love for language and literacies. I have studied influential literature from key periods in history including the Renaissance, Postmodern, and Shakespearian eras, as well as multicultural literature including American and young adult literature. Furthermore, my SUNY Cortland literature and method classes have taught me important theoretical and pedagogy skills necessary to enable students to develop the same love for literature that I possess.
During my student teaching experience at Greene High School, my ninth graders used the text Romeo and Juliet. Because of my background with the language I felt very able to teach the complex text. We began by discussing the origins of English and how it has evolved throughout time. A lot of the reading was done in class since the text itself is a play. I wanted students to be able to get the full experience so as they became more comfortable not only with the language but also with their classmates they were able to act out certain scenes. Embedded within the unit I also created several mini-lessons addressing topics to support and develop their knowledge of English.
The English language is extremely complex, and my job as an English teacher is to guide students to an understanding not only of literature, but of the language itself. Students are able to learn language skills and concepts, but it is also important for the teacher and the student to have an in-depth knowledge of linguistics. Grammar in English class should not be foreign and unfamiliar vocabulary should be studied and memorized in order for students to use oral and written language effectively and intelligently.
During my experience teaching the eighth grade at Whitney Point Middle School, the students were accustomed to biweekly editing activities. I explained to students that no matter how brilliant their ideas are, if they are poorly packaged, they cannot be fully appreciated. The students received editing packets consisting of paragraphs with a variety of errors in each. I would tell the students how many errors existed in each of the passages and then they would try to find them on their own. After, we would address each error as a class, explaining why it is wrong and how it can be corrected. While using the text The Hunger Games, the students had four chapters to read each week. Within these four chapters, I would find ten vocabulary words that I wanted students to become familiar with. Every Thursday, we would examine each of the vocabulary words in context and then come up with a collective definition, as well as identify what part of speech the word is. The students had a week to study the words and would then be quizzed on them the following Thursday. With these activities, I would use my own in depth knowledge of the subject to help the students gain access to a variety of discourses, as well as learn meaningful information that they would be able to transfer to many other areas of learning.
Lesson plan on editing
Lesson plan on part II of editing
Sample editing task
Lesson plan on vocab
SUNY Cortland literature and method classes
Teachers must be experts in their field just as any other professional in the work force. More importantly, students depend on teachers to gain access to a variety of discourses, which is a way of being in the world that affects our views on all things. Throughout my undergraduate career, I was able to engage in many interesting classes that widened by understand and love for language and literacies. I have studied influential literature from key periods in history including the Renaissance, Postmodern, and Shakespearian eras, as well as multicultural literature including American and young adult literature. Furthermore, my SUNY Cortland literature and method classes have taught me important theoretical and pedagogy skills necessary to enable students to develop the same love for literature that I possess.
During my student teaching experience at Greene High School, my ninth graders used the text Romeo and Juliet. Because of my background with the language I felt very able to teach the complex text. We began by discussing the origins of English and how it has evolved throughout time. A lot of the reading was done in class since the text itself is a play. I wanted students to be able to get the full experience so as they became more comfortable not only with the language but also with their classmates they were able to act out certain scenes. Embedded within the unit I also created several mini-lessons addressing topics to support and develop their knowledge of English.
The English language is extremely complex, and my job as an English teacher is to guide students to an understanding not only of literature, but of the language itself. Students are able to learn language skills and concepts, but it is also important for the teacher and the student to have an in-depth knowledge of linguistics. Grammar in English class should not be foreign and unfamiliar vocabulary should be studied and memorized in order for students to use oral and written language effectively and intelligently.
During my experience teaching the eighth grade at Whitney Point Middle School, the students were accustomed to biweekly editing activities. I explained to students that no matter how brilliant their ideas are, if they are poorly packaged, they cannot be fully appreciated. The students received editing packets consisting of paragraphs with a variety of errors in each. I would tell the students how many errors existed in each of the passages and then they would try to find them on their own. After, we would address each error as a class, explaining why it is wrong and how it can be corrected. While using the text The Hunger Games, the students had four chapters to read each week. Within these four chapters, I would find ten vocabulary words that I wanted students to become familiar with. Every Thursday, we would examine each of the vocabulary words in context and then come up with a collective definition, as well as identify what part of speech the word is. The students had a week to study the words and would then be quizzed on them the following Thursday. With these activities, I would use my own in depth knowledge of the subject to help the students gain access to a variety of discourses, as well as learn meaningful information that they would be able to transfer to many other areas of learning.
Lesson plan on editing
Lesson plan on part II of editing
Sample editing task
Lesson plan on vocab
SUNY Cortland literature and method classes