Iowa+Teaching+Standard+2


 * DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. **


 * The teacher: **
 * a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. **
 * b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. **
 * c. Relates ideas and information within and across content areas. **
 * d. Understands and uses instructional strategies that are appropriate to the content area. **

= Yearly Lesson Plans on Class Wiki =

====I have created and utilized a class website for each of the classes I teach, updating it not only each year but each day. We use it daily for visuals, lesson plans, hand-outs, and everything else the students will need in order to do their best work. I continue to add links and resources that will help both classroom management and instruction, as well as student achievement. You can view this wiki at https://sites.google.com/a/atlanticiaschools.org/hartwig-english/. ====

= Professional Development Wiki for = = ESL and Sheltered English Instruction = I have created for our district's sheltered English instruction teachers of all levels a professional development wiki in order to provide monthly ESL training and support. You can view this wiki at http://atlanticesl.wikispaces.com.

= Content Experience =

__**Literature:**__
====• hold Master of Arts in English with emphasis in literature (literature studied: Hemingway, Steinbeck, Harlem Renaissance, Postmodernism, Criticism & the Novel, Comparative Literary Studies, and Poetic Forms) ====

• taught writing and the writing process with both ESL and mainstream English since 2005
= Strengths and Focus in Teaching English Content: = ====I am endorsed in both secondary English (5-12) and English as a Second Language (K-12) with my master of arts in English. In addition, I am nearly complete with my secondary reading endorsement. As you will see under my Iowa Teaching Standard 3 (Instructional Planning) page, you can review lesson plans that illustrate both my experience in teaching all developmental levels from kindergarten through 12th grade, as well as my content knowledge in the areas of English, ESL, reading, speech/communication/theater, and writing. Throughout all of the different lesson plans included in my portfolio (high school English, middle school English, middle school reading, K-5 ESL, and 6-12 ESL), I feel my strengths lie in the connections between language (both acquisition and usage), writing, and literature. I focus on strengthening language and metacognitive skills through focusing on the four domains of language (listening, speaking, reading, and writing) and continually making cross-curricular and real-world connections. Because language is the channel of thought, challenging and strengthening students' language and metacognitive skills increases students' success, not only in English, but in every area of their lives.====

= Lesson Plans Exhibiting Focus on Common Core State Standards: = = = ===Below is a copy of my Harlem Renaissance Unit, which is mapped out according to a focus on Common Core State Standards. Within this 30-day unit is evidence of daily higher order thinking and communicating, what I believe is the root of all good instruction.===

[[file:The Harlem Renaissance Unit.docx]]
= =

= Lesson Plans Exhibiting Focus on Content: = ===Below is a copy of my first week's lesson plans that kick off all our 10th grade literary units for the year. Its purpose is to help the students learn and understand how to view literature of any kind and the value of using different perspectives - not only in literary review, but all of their curricular areas and life in general.===

LITERARY CRITICISM & LITERARY TERMS Monday:

>Intro to literary terms
**File Not Found**

>Find the literary terms in today's music:
(watch Train's "Drops of Jupiter" music video) [|**"Drops Of Jupiter"**] lyrics Songwriters: Hotchkiss, Robert S; Monahan, Pat; Stafford, James W; Underwood, Scott Michael; Colin, Charlie; Now that she's back in the atmosphere With drops of Jupiter in her hair, hey She acts like summer and walks like rain Reminds me that there's a time to change, hey Since the return from her stay on the moon She listens like spring and she talks like June, hey, hey But tell me, did you sail across the sun? Did you make it to the Milky Way To see the lights all faded And that heaven is overrated? Tell me, did you fall for a shooting star? One without a permanent scar...

© BLUE LAMP MUSIC; EMI APRIL MUSIC INC.;

>Discuss literary terms and their meanings in small group & then large group >Create a LITERARY TERMS poster of your literary term(s) and begin copying information in the LITERARY TERMS poster passing game

Tuesday:

>What can you see from where you are?
+Take a quarter sheet and, from your seat, SILENTLY write down a description of the object uncovered before you; write in detail what you see from your vantage point. +Class discussion about our DESCRIPTIONS and our PERSPECTIVE of the object

>What can you see when you look through a special lens?
+Now number off 1 through 5. +REMAIN SILENT +Ones, analyze the object now from the lens of a humanist - looking for anything relating to humans, their needs, and their desires. +Twos, analyze the object now from the lens of an environmentalist - looking for anything relating to nature and our environment. +Threes, analyze the object now from the lens of an economist - looking for anything relating to goods, materials, production, and wealth +Fours, analyze the object now from the lens of religion - looking for anything relating to religion, spirits, and powers. +Fives, analyze the object now form the lens of a mathematician - looking for anything relating to numbers, geometrics, problems, and solutions. +Class discussion on FINDINGS and PERSPECTIVES.

Wednesday:

[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file:hartwigenglish303/Literary Critical Theory.doc"]]
**File Not Found** Perspective continued... it's all in how you look at it. Look at the following pictures and tell me.. . >What do you think of and feel when you look at the picture? >Now, think about the form and structure the artist used to paint this picture. What do you see?

[[image:starry_night.jpeg width="658" height="526"]]
[|//Starry Night// by Vincent //van Gogh//]

>Now think about those universal images, the archetypes we talked about. What do you see? >Now, let's look into the [|history] behind this painting. Knowing that history, what do you see now?

archetypal vs. new historicism
[|Guernica by Pablo Picasso]

>Looking at this picture, it's easy for us to think from the perspective of an American. What do you see and think about this U.S. soldier seizing Saddam Hussein? >Now, however, put yourself in the shoes of an Iraqi citizen. And remember, there are different sects of Iraqis, the Sunnis and the Shiites. What do you see now?

cultural
Saddam Captured, retrieved from [|http://www.chandrakantha.com] - Music of India

>Now take a look at one of Norman Rockwell's paintings, remembering that he painted from a regional realism perspective, painting what he saw in society around him in the mid-1900s. What do you see that tells you what was going on in his era? >Now, rather than look at this from a political or governmental view, think about the girl in the picture. Look at it from the perspective of this female. What do you see now?

Marxist vs. Feminist
__[|"The Problem We All Live With"] by Norman Rockwell__

Thursday:

>Review of literary terms
>Grab a literary terms practice quiz. >Look at the LITERARY TERMS poster from Monday's assignment that is attached to your desk. >Determine which literary term definition from your practice quiz goes with the literary term represented on the poster on your desk. >Once you have evaluated the poster and matched that term with its correct definition on your practice quiz, move to another desk until you have your practice quiz complete.

Friday:

Literary Terms Quiz

= Connecting ESL Knowledge Across Content Areas: =

====Attached is a file entitled "ESL Assessment." This is a concept assessment I made when I first started working with English language learners to determine what level of proficiency an ELL held in common English language and academic concepts necessary to survive and succeed in American schools. Assessing this information within and across content areas allows a teacher to understand and use instructional strategies that are appropriate to both the student's needs and the content area needs.====
 * ====[[file:ESL Assessment.doc]]====

= Bibliography - Content Knowledge = ====Below is a listing that is mostly-comprehensive (though not exhaustive) of the literature I have read, studied, and/or taught in my adulthood. Although the individual books in each category may bleed from one category into another (e.g. from Biographies into American Literature), from this bibliography you will be able to see the content I both enjoy and consume. I use this repertoire and continue to build on the like to increase my content knowledge necessary to be an effective English teacher.====

Vonnegut, Kurt. __Slaughterhouse-Five__//.// New York: Dial Press Trade, 2009. Print.
Wells, H.G. __The Time Machine__. New York: Ace Books, 2001. Print.

Walls, Jeannette. __Half Broke Horses__. New York: Scribne, 2009. Print.
Wiesel, Elie. __Night__. New York: Hill and Wang, 2006. Print.

**__World Literature:__**
"Epic of Gilgamesh." __World Traditions in the Humanities__. Dallas: McDougal Littell, 2001. Print. Kincaid, Jamaica. "Girl." //The Vintage Book of Contemporary American Short Stories//. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print. Homer. __The Iliad__. Trans. W.H.D. Rouse. New York: New American Library, 2007. Print Sophocles. __Oedipus the King__. Trans. Paule Roche. New York: New American Library, 2001. Print