Feap 1 Domains

Feap1a-Aligns instruction with state-adopted standards at the appropriate level of rigor

Each week, we have to write up lesson plans for our classroom and we have to align them with the
appropriate standards. Before I was a full time intern, I have had to write up full lesson plans for my CT and
supervisor observations and I had to choose a focus standard and supporting standards for each lesson. In
addition you want the objectives to align with those standards and have the appropriate level of rigor.
Attached below is one of my weekly lesson plans from my final internship that I have filled out completely
that hits on Florida standards and appropriate objectives to go along with them. The objectives will be
written with an I can statement.
Feap1b- Sequences lessons and concepts to ensure coherence and required prior knowledge
Before planning, I always think about what has been taught already, so that I can ensure that students will
have the appropriate background knowledge to learn the new material. For example, when I introduced
area and perimeter, I had to remind the students that they would need to use their addition and
multiplication skills to be able to complete area and perimeter. Below, I attached a whole weeks lesson
plan for area and perimeter. I sequenced the lessons so that they could build on their skills to be able to
learn new information. I started with an introduction of area and then towards the end of the week, the
students were finding the missing sides, to find area.
Feap 1c-Designs instruction for students to achieve mastery
First, there are scales in my classroom for each subject. The students are self-aware and are allowed to
move their avatar on the scale based on mastery of a certain subject. For example, when were on area and
perimeter, students were allowed to move their avatar based on how well they did on the quizzes. In
addition, in my lesson plans, I write down I can statements for each lesson that I am going to teach. This
tells me what the students need to know in order for them to achieve mastery. In addition, students write
those I can statements in their planners each day so each student and their parent knows what is being
taught and learned that day.
Feap1d-Selects appropriate formative assessments to monitor learning
Each week, I am given the task to create lessons and formative assessments for both math and reading.
My CT will give me a few books to choose from and I will pick two that I want to teach myself. After I
choose the books for the week, I make a graphic organizer (assessment) to go along with the read aloud.
In addition, for the past month or so, I have been coming up with math lessons as well. My CT will give me
the standard to go off of and then I come up with a way to teach it and then create a worksheet to assess
their knowledge.

Feap1e- uses variety of data, independently and in collaboration with colleagues, to evaluate
student-learning outcomes, adjust planning and continuously improve the effectiveness of
lessons
I noticed that my students were struggling with finding the area of combined rectangles, so the next day,
instead of moving on, I gave them some more practice sheets to work on in groups and independently. At
the end of the day, I took up their practice sheets, so that I could gauge how they were grasping the
content. 95% of the students did a great job, so I decided we could move on to the next topic. For those
who struggled, I pulled them during other independent work times to have them practice with scaffolding.
In my plans below, I also have an assessment for Friday, which is another form of data I use to improve the
effectiveness of lessons.
Feap1f- develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies
During my lessons, I am always having students interact and be hands on. I will demonstrate a new topic
first, and then allow them to try those skills on their own. After, I am always calling students to come up to
the board so that they can demonstrate their skills, so that I can see if anything needs to be readdressed.
In addition, students typically get math practice sheets after a lesson to use the skills that were just taught
in a lesson. I also tend to go over these practice sheets with the students as a class so I can gauge their
understanding.
***Below is a weeks worth of lesson plans that I filled out for math and science. This will be my
evidence/support for each of these Feap 1 domains. Math is highlighted in blue***

Mrs. Shepards & Ms. Renos 3rd Grade Lesson Plans

FEBRUARY 8-12, 2016

Monday

Tuesday

Wednesday

Thursday

Students
- unpack
- write in planner
- book box on
desk
- exchange IRLA
books (if
needed)

Students
- unpack
- write in planner
- book box on
desk
- exchange IRLA
books (if
needed)

Students
- unpack
- write in planner
- book box on
desk
- exchange IRLA
books (if
needed)

Students
- unpack
- write in planner
- book box on
desk
- exchange IRLA
books (if
needed)

IRLA

IRLA Conferencing

IRLA Conferencing

IRLA Conferencing

IRLA Conferencing

10:00 11:00

BOMBARDMENT

BOMBARDMENT

BOMBARDMENT

BOMBARDMENT

9:30 9:45
Morning
Routines

9:30 10:00

Friday

Students
- unpack
- write in plan
- book box on
- exchange IR
books (if nee

REPTILE RUN

IRLA Conferencin

11:15
12:05
ELA / STEM
LAFS.3.RL.1.3 Describe
characters In a story
(their traits,
motivations, or
feelings) and explain
how their actions
contribute to the
sequence of events.
(Key Ideas and Details:
Using Text Evidence to
support conclusions:
Discuss What the
author said
LAFS.3.RL.3.7- Explain
how specific aspects of
a texts illustrations
continue to what is
conveyed by the words
in a story (e.g. create
mood, emphasize
aspects of a character
or setting). (Integration
of Knowledge and
Ideas: Discuss how the
ideas in a book connect
to each other and to
the larger world.

Whole Group:

Whole Group:

Whole Group:

Introduce how
illustrations can be
important using
https://www.pinterest.com
/pin/47118917974299639
7/

Teacher read aloud pg.

14-27 Storm in the Night

Teacher read aloud 27End

Storm in the Night
Student close read as a
2nd read

Read Aloud pg. 4-13

Storm in the Night
Model whole group
instruction focusing on
sequencing the events of
the story (beginning,
middle, and end) and
revisiting the predictions
Using Mondays graphic
organizer

Small groups:
Students will be working
collaboratively on the
graphic organizer Day 2
together while I pull a
small group to the front
table to work
independently with me.
Ticket out the Door:
Writing journal DOK 2:
Constructed response,

Ticket out the Door:

Writing:
Teacher model Extended
Response:

Describe how the

illustrations on page 22
shows that the character
is scared. What text
evidence supports the
illustration?

Storm in the night day 1

Extended Response:

11:50
12:45
12:45 1:15
STEM

MAFS.3.G1.1
Understand that shapes
in different categories
(e.g., rhombuses,
rectangles, and others)
may share attributes
(e.g., having four sides),
and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals).
Recognize rhombuses,
rectangles, and squares
as examples of
quadrilaterals, and draw
examples of

Recess & Lunch

Lunch & Recess

Assessment Point:

Reviewing Assessm

Modeling whole gro

Writing: Continue to w
on opinion writing :
Working on Body
paragraph

Small Group:
Students work in pairs to
complete graphic
organizer Day 3 &
Constructivist response

Which kind of pet is b

cat or a dog?

Ticket Out the Door:

Writing Constructed
response:
Why do you think the
illustrator chose to put
the picture on page 28?
Use text evidence to
support it.
Students share with the
class reflections from
their graphic organizer
and extended response.

Lunch & Recess

Lunch & Recess

Lunch & Reces

Number of the Day

***SWITCH CLASSES***
Number of the Day
Number of the Day

Number of the Day

Number of the Day

Fluency:
Practice Multiplication &
Division

Fluency:
Practice Multiplication
& Division

Fluency:
Practice Multiplication
& Division

Fluency:
Practice Multiplication
& Division

Fluency:
Practice Multiplicat
& Division

Unit F:
How Can I Use
Operations to
Measure Area and
Perimeter

Unit F:
How Can I Use
Operations to
Measure Area and
Perimeter

Unit F:
How Can I Use
Operations to
Measure Area and
Perimeter

Unit F:
How Can I Use
Operations to
Measure Area and
Perimeter

Unit F:
How Can I Use
Operations to
Measure Area an
Perimeter

Lesson:

Lesson:

Lesson:

Lesson:

quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.MD.3.5
Recognize area as an
attribute of plane
figures and understand
concepts of area
measurement.

I can identify the area of

a shape.
(11.4)

I can multiply to find

the area of a rectangle.
(11.6)

I can use the strategy

find a pattern, to solve
area problems. (11.7)

Vocabulary:
Area
Unit square

I can find the area of

combined rectangles
by breaking apart the
shape.
(11.8)

MAFS.3.MD.3.6
Measure areas by
counting unit squares
(square cm, square m,
square in, square ft, and
improvised units).
MAFS.3.MD.3.7
Relate area to the
operations of
multiplication and
addition.
MAFS.3.MD.4.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown side
length, and exhibiting
rectangles with the
same perimeter and
different areas or with
the same area and
different perimeters.

1:15 2:00
SPECIALS

2:00 3:30
STEM
SC.3.E.5.1
Explain that stars can
be different; some are
smaller, some are
larger, and some
appear brighter than
others; all except the
Sun are so far away

Moline P.E.
Shepard Art (1:352:10)
Leidy P.E.
Carlson P.E.
Milligan Music
Griffone Art (1:001:35)
Science:
Review game/activity
-Nearpod
*throughout the week
provide opportunity to
do Science Fair projects

Moline Music
Shepard P.E.
Leidy P.E.
Carlson Art (1:001:35)
Milligan P.E.
Griffone Music

Moline Art (1:00-1:35)

Shepard P.E.
Leidy Music
Carlson P.E.
Milligan Music
Griffone P.E.
I can demonstrate that
radiant energy from the Sun
can heat objects. SC.3.E.6.1

-Black paper &

thermometer example.

I can explain why heat may

be lost from objects when the
Sun is not present.
SC.3.E.6.1

-Science book lesson.

Workbook pages 51-53
***SPECIALS***

I can explain how a model

can help me to understand
my Solar System and why
the model may not be
perfect. SC.3.N.3.2

Model of the solar

system:
-chalk drawing

***SPECIALS**
1:10 1:45
Moline P.E
Shepard P.E.
Leidy Music
Carlson P.E.
Milligan Art
Griffone P.E.

Valentines D
Celebration

School Mall

that they look like

points of light.

3:35 3:45
End of Day

Pack and Stack

Pack and Stack

2:45 3:45
Moline P.E.
Shepard Music
Leidy Art (2:45-3:20)
Carlson Music
Milligan P.E.
Griffone P.E

Pack and Stack

***3RD GRADE PLC***

ESE Accommodations: Small group, Modeling, Rephrasing, Extended time, and Verbal encouragement.
ESOL Accommodations: Graphic organizers, Vocabulary/FRAYER, Picture representations, Previewing
Materials:
Math:
-Laminated Copy of grids
-Laminated copy of 1st day shapes
-manipulatives (triangles and squares)
-Copies of countdown, three practice pages, exit ticket
Science:
-Brightness GO
-Black paper
-Thermometer
-Something to go with digital lesson or nah?

Pack and Stack