Feap 1: Instructional Design and Lesson Planning.

Applying
concepts from human development and learning theories, the
effective educator consistently:
a. Aligns instruction with state-adopted standards at the
appropriate level of rigor;
Evidence:

Justification: In my lesson I am using a Florida State Standard,

LAFS.3.RL.1.3 Describe the relationship between a series of
historical events. This standard is one of the many standards in 3rd
grade that will be assessed on FSA. I was able to choose an
appropriate level of rigor by using a text from the Ready Gen text
collection curriculum that is provided by the Pasco County school
District. This text is chosen to be rigorous for the students in a 3rd
grade classroom. The text that I used was titled Storm In The
Night.

b. Sequences lessons and concepts to ensure coherence and

required prior knowledge;
Evidence:

Justification: I did a writing lesson on fact and opinion and we

started writing and modeling together, the next day we accessed
their prior knowledge on what we learned to continue writing. I
accessed their prior knowledge by using higher order thinking
questions. For example, I asked the students what are some
introduction opinion starters. This was beneficial to make sure that
they understood the material and could refer back to it to continue.

c. Designs instruction for students to achieve mastery;

Evidence:

Justification: In Pasco County each standard is aligned with a scale

of numbers from 1-4. At the beginning of a new standard we
introduce a new scale and explain each level to the students. Level
3 on the scale is the expectations but we strive for our students to
be able to reach the 4th and final level. The 4th level is considered
above average and definitely exceeds expectations. This scale is
helpful and important in the classroom because it allows the
students to self assess their learning. It also assist the teacher in
understanding students progress on learning.
d. Selects appropriate formative assessments to monitor
learning;

Justification: This is an assessment that we use; it is taken from a

LAFS workbook that has FSA style questions. This is great way to
monitor how well the students are mastering the standard as well as
how they are able to apply it to FSA type questions in the 3rd grade.
These questions specifically target the standard sequence of
events. Several of these questions ask the students to order the
sequence of events in order from first to last.
e. Uses variety of data, independently and in collaboration
with colleagues, to evaluate student-learning outcomes,
adjust planning and continuously improve the effectiveness
of lessons.
Evidence:

Justification: This is one of the pre-assessments that we give to the

students every Friday to prepare for the next week. I grade the
assessment and group the students according to how they score,
and then I pull them daily to go over the topic. If they score really
high on their pre-assessment then I differentiate my lesson plans by
grouping them according to their level and allowing them to work on
a more challenging task that will help them master the standard at
an even higher level. It has been extremely effective so far.
f. Develops learning experiences that require students to demonstrate a
variety of applicable skills and competencies
Evidence:

Justification: When we were working on cause and effect the students had to
develop a skit during their choice task time with a group. It was a part of their
assessment that they had to complete and present to the class. It was a breath of
fresh are to assess the students using a different technique than a paper and pencil
test that they receive on the daily. In the end I was able to tell which students need
more help on Cause and Effect and which students mastered the standard based of
the
Groups/creativity The group
The groups
The group
skit. It
does not
agrees but
works
ended
agree and
has minor
extremely well up
going
arguing
issues/ Skit is
together and
very
occurs/ skit
somewhat
the skit was
well
lacks
creative
creative and
and
creativity
entertaining.
the

Cause

There was
not a cause
visible in the
skit.

Effect

There was
not an effect
visible in the
skit.

students really enjoyed it a lot.

There was a
cause in the
play but it
was not very
clear.
There was an
effect in the
skit but it was
not very
clear.

A lot of effort
was put into
it.
Cause was
very clear and
the class was
able to tell
what it was.
Effect was
very clear and
the class was
able to tell
what it was.