FEAP 3: Instructional delivery and Instruction

3 a.- Deliver engaging and challenging classroom lessons.

In my lesson we targeted the standard LAFS.3.RL.3.9 Compare and Contrast the themes, settings,
and plots of stories written by the same author about the same or similar characters (e.g., in books from a
series).
Through out the lesson students were introduced to the standard as well as working independently on
comparing and contrasting two rigorous text. Students worked together to compare and contrast the two
texts through an anchor chart. This created a challenging and engaging lesson for my students.
Evidence:

3 b.- Deepen and enrich students understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter;
Students have been working through content area that targets FSA prep as well as the standards
that will be assessed on the test. For example, many of my lessons in ELA came directly from Ready
Florida LAFS. These lessons allow students to work through a rigorous text to identify cause and effect
and then apply it to questions that are formatted in the same way as FSA. Students also had to write a
constructed response that allowed them to explain the cause and effect they found as well as how they
located it.
Evidence:

3 c.- Identify gap in student subject matter knowledge.

I was able to identify gaps in my students subject matter by using pre-assessments before each one
of my lessons. For example, before introducing the standard that targeted cause and effect I was able to
administer a pre-assessment that consist of 5 different blooms taxonomy questions targeting knowledge,
application, synthesis, evaluation. I also identified gaps in my students subject matter by asking them to
hold up a number that represented the distract scale. This allowed students to self assess their learning as
well as help me identify gaps in students knowledge.
Evidence:

3 d.- Modify instruction to respond to preconceptions or misconceptions.

After administering my Cause and Effect pre-assessments and determining gaps in student subject
matter I was able to create a lesson plan that targeted the students misconceptions. This allowed me to
discover that many students were confused at the difference between what is a cause and what is an
effect. My pre-assments target the four leveled scales that are required to be posted in the classroom in
the Pasco County District. These scales help students self ass This helped me identify what students have
already mastered the standard and what students were sitting at the lowest level of the scale.

Evidence:

3 e.- Relate & Integrate the subject matter with other disciplines and life experiences.
During our Cause and Effect lesson plan I was able to relate the subject matter by giving the
students a cause and effect example that could relate to their life. For example, if you do not go to sleep
on a school night you will fall asleep during class the next day. Cause: didnt get any sleep Effect: You will
fall asleep during class. This was a great example that helped the students understand cause and effect as
well as how to
identify it in a story.
Evidence: Lesson Plan

3 f.- Employ higher-order questioning techniques.

Through out my lessons I made sure to ask higher order question techniques that targeted blooms
taxonomy as well as a constructive response. My constructive responses required students to answer a
higher order thinking question using a writing template that required them to:
R- Restate the question
A-Answer the question in your own words
P- Provide text evidence that supports your answer
S-Conclude with this proves.

3 g.- Apply
resources,
provide
teach for

varied instructional strategies and

including appropriate technology, to
comprehensible instruction, and to
student understanding;.

In my
instructional
DOT cam. This
instruction by
read aloud to
show the
use on the FSA
piece of

ELA classroom I was able to apply varied

strategies by incorporating my classrooms
allowed me to provide comprehensible
allowing the students to see the text as it was
them. This was also helpful as it allowed me to
students test taking strategies that they can
as we worked through the text. The second
technology that I used in the classroom was

individual mac books for each one of my students. I was able to create a lesson plan on nearpod.com that
allowed the students to follow along as we worked through the lesson. This was a lot of fun for the
students as they enjoyed having a computer in front of them.

3 h.- Differentiate instruction based on assessment of student learning needs.

I differentiated by allowing students that need more one on one intervention to work together with
me at the front table. We worked with several different strategies including modeling, buddy reading,
giving directions verbally as well as visually. This assisted my students that were on a lower reading level
to accomplish the same rigorous work as the rest of the students in the class. Students also received
accommodations during testing that included extra time as well as preferred seating in the classroom. I
accomplished this by allowing students more time if they need it on a assessment as well as pulling my
students that have preferred seating to my front table.

3 i.- Support, encourage, and provide immediate and specific feedback to students to
promote student achievement.
After my students took their formative assessment at the conclusion of the lesson. Each student
received individual feedback on how well they did on their assessment. I accomplished this by calling up
the students to my desk individually and reviewing their assessment with them. Each student was given
the opportunity to take their assessment home and correct the answer they got incorrect. This was a great
way to provide them support as well as specific feedback to promote student achievement. I also achieved
this FEAP by giving students tickets for correct answers. This was a reward program that I created in my
classroom to help with motivation as well as feedback.

3 j.- Utilize student feedback to monitor instructional needs & to adjust instruction.
I was able to monitor instructional needs by administering pre-assessments as well as exit tickets to
monitor my students progress. By administering exit tickets at the end of my lesson it allowed me to

understand how well my students understood the lesson. It also assisted me on adjusting my instruction
for the lessons to follow.
Evidence: Exit ticket

Mr. Chouinards 3rd Grade Lesson Plans

February 1st February 5th , 2016

9:30 9:45
Morning
Routines

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 Conferencing

IRLA Conferencing

IRLA Conferencing

IRLA Conferencing

9:45 10:00
IRLA

10:00-11:00
Bombardment
R.L.3.2
-L.3.4.a

R.L.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.
L.3.4.a- Use sentence-level context as a clue to the meaning of a word or phrase.
R.L.3.2- Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on earlier

Friday:

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

REPTILE RUN

-r.l.3.5

11:00 1:15
ELA / STEM
LAFS.3.RI.3.8- I can
describe the
connections
between particular
sentences and
paragraphs in a text
(cause and effect).

sections.
Reading:

Reading:

Reading:

Direct Instruction with

Cause & Effect and small
group modeling with nonfiction Texts.

Direct Instruction with

Cause & Effect and small
group modeling with nonfiction Texts.

Independent group work

and pulling small group
modeling with non-fiction
text.

Review skill
Independently LAFS 5253 (Quiz)

Cloudy with a chance of

Cats and Dogs. Pg 54-55

Frozen Desert.
Cause and Effect Pg. 3840.

Assessment Point:

POST
ASSESSMENT
How Hail
Happens LFAS
pg. 60-64.

I will be modeling whole

group instruction and
students will be working
independently on the
Cause and effect.
Writing: Constructed
response, What happens
inside a cloud that causes
rain or snow to fall?

11:50
12:45
1:15 2:00
SPECIALS

2:00 3:00
STEM
MAFS.3.G.1.1Understand that
shapes in different
categories (e.g.,

Recess & Lunch

Moline P.E.
Shepard Art (1:352:10)
Leidy P.E.
Carlson P.E.
Milligan Music
Griffone Art (1:001:35)
Number of the day:
Pre-assessment for
group placement.
UNIT F - How Can I Use

Lunch & Recess

Writing: Mini lesson on

opinion writing

https://learnzillion.com
on_plans/6573-writeopinions-that-can-besupported-with-facts

Students will be working

independently on finding
signal words and Cause
and effect in the text.

Working on Introductio
paragraph

Writing: Constructed
response, Why is the
Gobi Desert a desert?
Explain at least two cause
and effect relationships
that might have caused
this.

Lunch & Recess

Reviewing Assessm

Learnzillion link:

Underlining Signal words

Students will be working
independently on finding
signal words and Cause
and Effect

IRLA Conferencin

Which kind of pet is b

cat or a dog?

Lunch & Recess

Lunch & Reces

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

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

***SWITCH CLASSES***
Number of the Day:
Number of the day:
countdown
countdown

Number of the day:

countdown

Number of the day

countdown

Fluency:
Practice multiplication

Fluency:
Practice multiplication

UNIT F - How Can

Use Operations to

Moline Art (1:00-1:35)

Shepard P.E.
Leidy Music
Carlson P.E.
Milligan Music
Griffone P.E.

UNIT F - How Can I

Use Operations to

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
quadrilaterals that
do not belong to any
of these
subcategories.
MAFS.3.MD.3.5Recognize area as an
attribute of plane
figures and
understand concepts
of area
measurement.
a.
A square
with side length 1
unit, called a unit
square, is said to
have one square
unit of area, and
can be used to
measure area.
b.
A plane
figure which can be
covered without
gaps or overlaps by
n unit squares is said
to have an area of n
square units.
MAFS.3.MD.3.6Measure areas by
counting unit
squares (square cm,
square m, square in,
square ft, and
improvised units).
MAFS.3.MD.4.8-

Operations to Measure
Area and Perimeter?
Engage NY (1):
Understand area as an
attribute of plane
figures. Count by units
of 7 to multiply and
divide using pictures to
decompose.
Whole group:
Identify the shape
Guided math groups:
Application problem &
Part 1: Use pattern
blocks to understand
area.
Wrap up:
Check seat work as
student debrief
(compare answers with
a partner first) Looking
for misconceptions or
misunderstandings
Ticket out the door

(2, 5,10, 0/1, 3, 4 and

6, 7, 8, 9)
2 minute check
UNIT F - How Can I
Use Operations to
Measure Area and
Perimeter?
Engage NY (1):
Understand area as an
attribute of plane
figures. Count by units
of 7 to multiply and
divide using pictures to
decompose.
Whole group:
Group counting:
forwards and
backwards
(3-30, 9-90)
Guided math groups:
Find common problems
&
Part 2: Measure area
using square units.
Wrap up:
Check seat work as
student debrief
(compare answers with
a partner first) Looking
for misconceptions or
misunderstandings
Ticket out the door.

Measure Area and

Perimeter?
Engage NY (2):
Decompose and
recompose shapes to
compare areas.
Whole group:
Application problem
Guided math groups:
Concept Development
Wrap up:
Check seat work as
student debrief
(compare answers with
a partner first) Looking
for misconceptions or
misunderstandings
Ticket out the door

(2, 5,10, 0/1, 3, 4 and

6, 7, 8, 9)
2 minute check
UNIT F - How Can I
Use Operations to
Measure Area and
Perimeter?
Engage NY (3): Model
tiling with centimeter
and inch unit squares
as a strategy to
measure area.
Whole group:
Count the square units
Guided math groups:
Application problem &
Concept Development
Wrap up:
Check seat work as
student debrief
(compare answers with
a partner first) Looking
for misconceptions or
misunderstandings
Ticket out the door

Measure Area and

Perimeter?

Engage NY (4): Re
side lengths with th
number of tiles on
side.

Whole Group:
Group Counting
Count the square u

Guided math group

Application problem
Concept Developm

Wrap up:
Check seat work as
student debrief
(compare answers
a partner first) Loo
for misconceptions
misunderstandings

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.

3:00 3:30

Review game/activity
-Nearpod

I can demonstrate that

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

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

*throughout the week

provide opportunity to
do Science Fair projects

-Black paper &

thermometer example.

STEM

STEM Fair Due:

-Identifying Variables

I can explain why

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

3:35 3:45
End of Day

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

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

Complete Science
review / activity

-Stem Fair Due:

Creating Hypothes

***3RD GRADE PLC***

Pack and Stack

Pack and Stack

Pack and Stack

ESE Accommodations: Small group, Modeling, Rephrasing, Extended time, and Verbal encouragement.
ESOL Accommodations: Graphic organizers, Vocabulary/FRAYER, Picture representations, Previewing
Progress monitoring:

Pack and Stack

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?