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FEAP 3 Domain

Feap3a- Deliver engaging and challenging lessons


Each week that I am in internship, I take over the majority of the teaching time that I am in the classroom.
Each day, I try to come up with different ways to keep the students engaged and on task, as well as
challenge those who need the extra challenge. For example, when my CT was out for the day and we had a
sub, I got to take over the lessons for the day all on my own and I put my own little twist on lessons to
make them more engaging than they would usually be. My CT doesn't typically use a lot of technology or
the smart board in her classroom. That day, I utilized both for a science lesson. I played them a brain pop
video on the subject and then I utilized the smart board to play an engaging game where students came
up to categorize hot and cold items.
Feap3b- Deepen and enrich students understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter
After every lesson, students have to apply what they just learned independently at their seat. This allows
me to see the ones who may not have gotten it, by walking around and observing as they work. In my
class, we do an I do, we do, you do approach to learning and it really seems to work. I will first model on
the board, how to do it, then I allow for students to solve problems with me as a class. We will work out
problems step by step together. Then, students typically get a worksheet that they do independently on
the skill that was just taught. After I give them time to practice those skills on their own, I will have them
come and share their findings on the board.
Feab3c- Identify gaps in students subject matter knowledge
During a math unit, I give out mini quizzes throughout, so that I am able to see where students lack the
skills and where they are proficient. Doing this allows me to better prepare them before the end of unit test
that takes place at the end of each unit. If I notice that multiple students seem to struggle in one area, I
will go back and revisit that topic so that the students can have a better understanding of it.
Feap3d- Modify instruction to respond to preconceptions or misconceptions

Sometimes at the beginning of a unit or lesson, I will ask student open ended questions about the topic to
see what they know and dont know about it before I start teaching. This will allow me to modify how I
teach it, so that I can address any preconceptions they might have. In addition, while I am teaching, the
students are constantly coming to the board to work on problems and having class discussion about a
topic. If I notice that they have a misconception about a specific topic, I will stop the lesson and address it
because I don't want them to continue to have that misconception. Once it is addressed and I feel that
they comprehend it correctly, and then I can move on to the next topic.
Feap 3e- Relate and integrate the subject matter with other disciplines and life experiences
This is something I do a lot in the subject of math. This past unit, we were discussing the unit of area and
perimeter. To help students understand the difference of those two entities, I related them both to real life
situations. For example, you would use perimeter to fence your backyard because perimeter is the
measurement of the distance around the outside of a shape. For area, I talked about how instead of
fencing, you would use area to lay sod in your backyard. I let them know that sod was the square pieces of
grass that you lay down in you backyard to cover the inside of the yard. This relates to area because area
measures the inside of a shape.
Feap 3f- Employ higher-order questioning techniques
In math, it is important that students arent just going through the motions but are able to tell you why
they are doing what they are doing. I addition, I want students to be able to tell me how they arrived to
that answer. When we are having whole group instruction, students are constantly coming up to the board
and solving problems. I always make it a point to ask them how they arrived at their answers, not only to
let them think about it but for other students who may learn better from peer explanations.
Feap3g- Apply varied instructional strategies and resources, including appropriate technology,
to teach for student understanding
In math, we have a book that we can use to teach from, but sometimes I decide that I want to use
technology to introduce new topics because it switches things up and can sometimes be more engaging
for the students. One example that comes to mind is a PowerPoint I found on the Internet that I used to
introduce area and perimeter. It was interactive and was a more interesting way to introduce that lesson.

In addition, I have played brain pop videos for small group lessons, especially for those who attention
needs to be grabbed. Students really love the videos and they are a good way to introduce or even
reiterate/enforce a topic.
Feap 3h- Differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students
With FSA coming up, I have been using the students assessments to drive my teaching. There have been
multiple quizzes that have opened my eyes to gaps in learning. These quizzes and tests have given me the
opportunity to decide what lessons and topics needed to be revisited. We also administered a practice FSA
so that we could see what skills need to be reinforced before the real FSA comes around. Sometimes
students just dont understand a topic and for their benefit, it is necessary to go back and go over those
topics again. Small group instruction is sometimes also needed for students who fall behind the rest of the
class. Task cards are things that I have used for the class, so that small groups are possible. It gives the
high students a chance to challenge their skills and it allows me to work in a small group with students
who need more direct and one on one instruction.
Feap 3i- Support, encourage, and provide immediate and specific feedback to students to
promote student achievement
During whole group instruction, I feel that this is something that I naturally do as a teacher. When they
come to the board to work problems, I am always standing up there so that if needed, they have that
support from me to guide them through. In addition, when students get things wrong, I stop and ask them
where do we think we went wrong? I will then ask that student to phone a friend so that they can get
that boost of help that they need to get the answer correct. Specific feedback is something that I have
struggled with but lately I have been trying to make an effort to consciously give that feedback to
students. I will tell them why I like what they are doing. Not only does this give them a boost but it makes
other students more willing to try their best so that they can get that same feedback.
Feap3j- Utilize student feedback to monitor instructional needs and to adjust instruction

This is something that is done in every lesson and its as simple as a thumbs up, thumbs down. After a
lesson, I ask for a thumbs up or thumbs down on their understanding of the topic. The students are
encouraged to be honest so that I know if we need to take a step back and reteach. In addition, I will ask
the students how they liked the teaching strategies that I used during a lesson. I feel that I have learned
that they like coming to the board and doing problems as a class more than anything. Without that
feedback, I may not have known that it was something they enjoyed so much. In addition, Friday exit
tickets are given out to get feedback about the past weeks lessons. What did the students enjoy? What did
they not enjoy? This gives the teacher an idea of where to take lessons for the next week.

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


FEBRUARY 16-19, 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,

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 Multiplicat
& Division

Fluency:
Practice Multiplication
& Division

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
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.
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.

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

Presidents Day
No School

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:
I can find the area of
combined rectangles
by breaking apart the
shape.
(11.8)

Lesson:
I can find the area and
perimeter and tell the
relationship between
the two (Same
Perimeter/ Different
Area).
(11.9)

Lesson:
I can find the area and
perimeter and tell the
relationship between
the two (Same Area/
Different Perimeter).
(11.10)

Review Mini Quiz

Continued Practice
>Watch video to
introduce this concept
>I do, we do, you do
technique.
>Students follow along
with lesson as the
teacher scaffolds
students into
independent work
>Students do
independent work to
practice new skill

>I do, we do, you do


technique.
>Relate area and
perimeter to real life
situations
>

>I do, we do, you do


technique.
>Relate area and
perimeter to real life
situations

Note: When students


come to board to
solve problems make
sure to ask higher
order thinking
questions
>How did you arrive
at that answer?
>Is there multiple
ways you could have
gotten that answer?

>Students take mi
quiz to identify gap
knowledge
>Grade mini quizze
immediately, so th
teacher and studen
can go over missed
questions

Friday Exit Tickets:


What lessons did y
enjoy from this wee
Which ones did you
enjoy? What ways
make lessons more
enjoyable?

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
that they look like
points of light.

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

I can demonstrate that


radiant energy from the Sun
can heat objects. SC.3.E.6.1

-Black paper &


thermometer example.

3:35 3:45
End of Day

Pack and Stack

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.

Pack and Stack

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

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

Pack and Stack

***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

Pack and Stack