Final+Portfolio+-+Livetext+Essay

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Post to Livetext and insert in front of the print copy of the portfolio
**PORTFOLIO – REFLECTIVE ESSAY** A culminating two-part essay* will provide you the opportunity to reflect on and assess your development as a pre-service English teacher, particularly the work you completed in this class (ENGL 409) and your participation in classroom activities. For the listed components, describe and explain how you completed each part and what you learned. Explain areas of strength and areas you are striving to improve.

**Components of the Essay**

For this part of the essay address the coursework listed and incorporate representative citations of course readings, especially for the first two items, to demonstrate how you are building a framework for teaching English.
 * Part I – Reflection on Coursework in Preparation for Student Teaching**
 * Describe and explain your __general planned approach of teaching “English__” to secondary school students. Consider commenting on classroom environment, addressing diverse student populations (their academic needs, etc.), the role of arts and humanities in the curriculum, and how you plan to engage students as learners.
 * Explain course readings that provided important insights for you in thinking about how you will plan curriculum. For example, how to plan approaches to teaching literature, language study, and/or writing?
 * Briefly describe and explain the __group research project__ you engaged in and how your research efforts might inform you as a teacher and benefit your students.
 * Briefly describe your experience(s) in a __professional event__ that you attended

Rubric (point values in column header are for program evaluation purposes and may be used for individual student scores/grades)
 Rubric (point values in column header are for program evaluation purposes.

Unacceptable (1 pt) ||~ Acceptable (2 pts) ||~ Target (3 pts) || integrating reading, writing, speaking, viewing and thinking in the classroom, and using ELA to help students see the world expansively (including becoming familiar with their own and others’ cultures, understanding developments in society and education, and recognizing the place of the humanities). || Demonstrates sufficient knowledge in creating an inclusive and supportive learning environment in which all students can engage in learning, including assisting students in developing habits of critical thinking, integrating reading, writing, speaking, viewing and thinking in the classroom, and using ELA to help students see the world expansively (including becoming familiar with their own and others’ cultures, understanding developments in society and education, and recognizing the place of the humanities). || Demonstrates comprehensive knowledge in creating an __inclusive and supportive learning environment in which all students can engage in learning,__ including assisting students in developing __habits of critical thinking,__ __integrating reading, writing, speaking, viewing and thinking in the classroom__, and using ELA to __help students see the world expansively (including becoming familiar with their own and others’ cultures, understanding developments in society and education, and recognizing the place of the humanities__). ||
 * ~ Reading and Interpreting Texts (1, 14%) NCTE-2003.3.3.1 NCTE-2003.3.3.2 NCTE-2003.3.3.3 NCTE-2003.3.5.1 NCTE-2003.3.5.2 NCTE-2003.3.5.3 NCTE-2003.3.5.4 NCTE-2003.4.8 NCTE-2003.4.9 || Demonstrates limited knowledge of genres of literature, including young adult literature, and literary time periods; of how to approach literature from multiple perspectives; and of how to provide students with a variety of purposes for reading, and a variety of reading strategies to comprehend, interpret, evaluate, and appreciate texts. || Demonstrates sufficient knowledge of genres of literature, including young adult literature, and literary time periods; of how to approach literature from multiple perspectives; and of how to provide students with a variety of purposes for reading, and a variety of reading strategies to comprehend, interpret, evaluate, and appreciate texts. || Demonstrates comprehensive knowledge of __genres of literature, including young adult literature, and literary time periods__; of how to approach literature from multiple perspectives; and of how to provide students with a variety of purposes for reading, and a variety of reading strategies to comprehend, interpret, evaluate, and appreciate texts. ||
 * ~ Writing Texts (1, 14%) NCTE-2003.3.2.2 NCTE-2003.3.2.3 NCTE-2003.3.4.1 NCTE-2003.3.4.2 NCTE-2003.4.7 || Demonstrates limited understanding of developing multiple purposes for writing to different audiences and in different genres; reflecting on composing processes, and developing strategies to enhance voice and ownership of writing. || Demonstrates sufficient understanding of developing multiple purposes for writing to different audiences and in different genres; reflecting on composing processes, and developing strategies to enhance voice and ownership of writing. || Demonstrates comprehensive understanding of developing __multiple purposes for writing to different audiences__ and in different genres; __reflecting on composing processes__, and developing strategies to __enhance voice and ownership of writing__. ||
 * ~ Studying Language (1, 14%) NCTE-2003.3.1.4 NCTE-2003.3.1.6 || Demonstrates limited understanding of applying grammars and conventions of English, including a working knowledge of descriptive and prescriptive usage; and an understanding of diversity of language uses, patterns, and dialects in spoken, written, and visual discourse. || Demonstrates sufficient understanding of applying grammars and conventions of English, including a working knowledge of descriptive and prescriptive usage; and an understanding of diversity of language uses, patterns, and dialects in spoken, written, and visual discourse. || Demonstrates comprehensive understanding of applying grammars and conventions of English, including a working __knowledge of descriptive and prescriptive usage; and an understanding of diversity of language uses, patterns, and dialects in spoken, written, and visual discourse.__ ||
 * ~ Inquiring and Researching (1, 14%) NCTE-2003.3.7.1 NCTE-2003.3.7.2 || Demonstrates a limited understanding of inquiring into and researching subjects that are personally interesting and based on authentic questions and using major sources of research/theory in ELA to support decision-making in the classroom. || Demonstrates sufficient understanding of inquiring into and researching subjects that are personally interesting and based on authentic questions and using major sources of research/theory in ELA to support decision-making in the classroom. || Demonstrates comprehensive understanding of __inquiring into and researching subjects that are personally interesting and based on authentic questions__ and using major sources of research/theory in ELA to __support decision-making in the classroom.__ ||
 * ~ Participating in the Profession (1, 14%) NCTE-2003.2.3 NCTE-2003.3.7.2 NCTE-2003.4.1 NCTE-2003.4.2 NCTE-2003.4.3 || Demonstrates a limited understanding of developing a professional identity through engagement in conferences, with colleagues in the school (including across disciplines), through professional participation, and teacher-research; and creating units that align with curriculum goals and that utilize a wide variety of resources to achieve those goals. || Demonstrates sufficient understanding of developing a professional identity through engagement in conferences, with colleagues in the school (including across disciplines), through professional participation, and teacher-research; and creating units that align with curriculum goals and that utilize a wide variety of resources to achieve those goals. || Demonstrates comprehensive understanding of developing a __professional identity through engagement in conferences, with colleagues in the school__ (including across disciplines), through professional participation, and teacher-research; and __creating units that align with curriculum goals and that utilize a wide variety of resources to achieve those goals.__ ||
 * ~ Assessment (1, 14%) NCTE-2003.3.2.5 NCTE-2003.4.10 || Demonstrates a limited understanding of using a variety of formal and informal assessment activities and instruments to evaluate processes and products, including understanding self and peer assessment; and of creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and others. || Demonstrates sufficient understanding of using a variety of formal and informal assessment activities and instruments to evaluate processes and products, including understanding self and peer assessment; and of creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and others. || Demonstrates comprehensive understanding of using a __variety of formal and informal assessment activities and instruments to evaluate processes and products, including understanding self and peer assessment__; and of creating regular opportunities to use a variety of ways to i__nterpret and report assessment methods and results to students, parents, administrators, and others__. ||
 * ~ Attitudes Toward ELA Instruction (1, 14%) NCTE-2003.2.1 NCTE-2003.2.2 NCTE-2003.2.4 NCTE-2003.2.5 NCTE-2003.2.6 NCTE-2003.3.1.2 || Demonstrates limited knowledge in creating an inclusive and supportive learning environment in which all students can engage in learning, including assisting students in developing habits of critical thinking,

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