Stephanie Wright

http://swright2122.weebly.com/feaps/feaps-1

FEAP 1:
Instructional Design and Lesson
Planning. Applying concepts from
human development and learning
theories, the effective educator
consistently:

a. Aligns instruction with stateadopted standards at the appropriate

level of rigor;

These standards that are included in my lesson plan align with

the state standards that are appropriate for fifth grade students. In
these standards my students had to determine multiple main ideas
from the text, explain the relationship between essential concepts in
historical, scientific or technical text, determine the meaning of general
academic words, produce evidence and participate in discussion. All of
these standards align to what is expected of fifth graders across the
state.

b. Sequences lessons and concepts

to ensure coherence and required
prior knowledge;

In this piece of evidence I linked my lesson to benefit my inquiry

students. My inquiry focuses on spelling and in this lesson I had my
inquiry students take on the role of being the writers for their groups.
In doing so, I took the skills they have gained in the small group
lessons for spelling applied those to this particular lesson.

c. Designs instruction for students

to achieve mastery;

This evidence resembles the rubric that will be posted on the board for
the students to see during the lesson. This is a rubric we create
together after I explain to the students the goal for that particular
day. In this piece of evidence- the students knew that they had met the
goal if they were able to text code important information over
interesting information. The students knew they were above and
beyond the goal if they were able to teach and explain the information
that they chose. Students who were ones or twos knew that they
needed help and that they would be pulled for small group.

d. Selects appropriate formative

assessments to monitor learning;

This piece of evidence is from one of my lesson plans that I created.

For this particular lesson I felt the appropriate formative assessment
that shouldve been collected was marking down if the students could
teach/explain their answers. I also included personal notes for myself
to review back on, for example- if they needed prompting. I also felt it
was important to have pre-planned higher-order thinking questions to
check to make sure that the students were able to comprehend the
required reading articles.

e. Uses diagnostic student data to

plan lessons;

This evidence I chose to represent how I used student data to

formulate lesson plans was a spelling inventory. On this spelling
inventory I highlighted all the features that the students got correct on
their spelling tests. If the student did not receive enough feature points
correct on a particular section, I circled the feature as to mark that this

was something that the student struggled with. I then used this
spelling inventory to create differentiated spelling lists for my students
based on what they were struggling with.

f. Develops learning experiences

that require students to
demonstrate a variety of applicable
skills and competencies

This piece of evidence, which represents how the students had to

demonstrate a variety of different skills, the students were to complete
a hands-on activity. This is a PowerPoint slide that was displayed on the
whiteboard for the students to be able to see during the activity. The
students were supposed to use text evidence to come up with what a
day in the life of a slave would consist of. This meant coming up with
their particular role, where in the country that they lived and what their
daily tasks consisted of. Students were able to create a poster with a
partner with these requirements and were given the freedom to create
it as they chose. This challenged students because they had to work
with another student, use evidence from the text, add their own
thinking to it and then present what they created to the class.