Preparing for Enactment

Teach! Coursework

Preparing for Enactment | Postwork – Early Childhood

This postwork has three parts. Refer to the Criteria for Success to help you on this assignment. Part 1: Lesson Plan

● Using your previously submitted postwork assignments, complete the Lesson Plan. Part 2: Pre-Observation Conference Preparation Document

● Complete the Pre-Observation Conference Preparation Document. Part 3: Rehearsal

● In Canopy, record your responses to each row on the Pre-Observation Conference Preparation Document.

● Remember to restate the question as part of your response so your coach can follow your Pre-Observation Conference.

Preparing for Enactment | Postwork – Early Childhood 1

Teach! Coursework

Lesson Plan | Kindergarten – Module 4 – Lesson 8

Lesson Context

Link to Lesson w/ Annotations

Link to Lesson Internalization

Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds. Students decompose the number seven in put-together situations of number pairs using story situations, objects, sets, arrays, and numerals.

Link to Do Now

Link to Exit Ticket w/ Exemplar

Academic Vocabulary

Term Definition

Enduring Learning

Lesson To-Be-Remembered Information

Lesson Objective

Learning Targets

Learning Progression

Preparing for Enactment | Postwork – Early Childhood 2

Teach! Coursework

Effortful Thinking Questions

Identify at least 5 effortful thinking questions you will ask during your lesson and justify how these questions will lead ALL students to think deeply about the Effortful Thinking Targets (to–be–remembered information). List the questions in the order they will appear within the lesson.

Effortful Thinking Question

When will you ask it? Structure Exemplar Scaffolding Potential Misconceptions

Lesson Introduction

Intro to New Material

/ Focus Mini-Lesson

Guided Practice

Independent Practice

Lesson Closure

Everyone Talks

Turn & Talk

Table Talk

Stand Up, Pair Up

Everyone Writes

Chalk Talk

Stop & Jot

Whiteboards

Other:

Lesson Introduction

Intro to New Material

/ Focus Mini-Lesson

Guided Practice

Independent Practice

Lesson Closure

Everyone Talks

Turn & Talk

Table Talk

Stand Up, Pair Up

Everyone Writes

Chalk Talk

Stop & Jot

Whiteboards

Other:

Lesson Introduction

Intro to New Material

/ Focus Mini-Lesson

Guided Practice

Everyone Talks

Turn & Talk

Table Talk

Stand Up, Pair Up

Preparing for Enactment | Postwork – Early Childhood 3

Teach! Coursework

Independent Practice

Lesson Closure

Everyone Writes

Chalk Talk

Stop & Jot

Whiteboards

Other:

Lesson Introduction

Intro to New Material

/ Focus Mini-Lesson

Guided Practice

Independent Practice

Lesson Closure

Everyone Talks

Turn & Talk

Table Talk

Stand Up, Pair Up

Everyone Writes

Chalk Talk

Stop & Jot

Whiteboards

Other:

Lesson Introduction

Intro to New Material

/ Focus Mini-Lesson

Guided Practice

Independent Practice

Lesson Closure

Everyone Talks

Turn & Talk

Table Talk

Stand Up, Pair Up

Everyone Writes

Chalk Talk

Stop & Jot

Whiteboards

Other:

Preparing for Enactment | Postwork – Early Childhood 4

Teach! Coursework

Double Plan | Introduction to New Material

Timing Teacher Actions Student Actions

Minute-by-minute Plan

Description of the activity, what the teacher says, and does. (Write WTD directions for student engagement.)

What is an exemplar of student response? What should they be saying and doing?

Preparing for Enactment | Postwork – Early Childhood 5

Teach! Coursework

Pre-Observation Conference

Pre-Observation Conference Preparation

Pre-Observation Student Data

Previous Student Outcomes Is there any previous student data/student work that impacted the planning of this lesson? What criteria were they most successful with? Which criteria have trouble enacting?

Not yet applicable

Teacher Actions What teacher actions did you take that led to those successes? What about the difficulty of enacting?

Not yet applicable

Walk through the Planned Lesson

To-Be-Remembered Information What standard(s) does this lesson address? What knowledge and skills are addressed? What will students be able to do by the end of the lesson?

Connecting to Prior Knowledge How does this lesson access/build on prior knowledge? How is this lesson connected to students’ previous learning?

Evidence of Student Mastery (Exit Ticket) What is the exemplar answer to this Exit Ticket? How and why would students arrive at that answer? How will you and your students know if they have met the objectives of the

Preparing for Enactment | Postwork – Early Childhood 6

Teach! Coursework

lesson?

Depth of Processing Which ideas would you want students to think effortfully about in this lesson? Why are the effortful thinking targets important for your lesson?

Effortful Thinking Questions What are the effortful thinking questions you will ask during your lesson? Why did you choose to ask it during this part of the lesson? What is the exemplar response to these questions? How will these questions lead ALL students to think deeply about the to-be-remembered information?

Scaffolding What points in the lesson may students face cognitive overload? Where in the lesson will you employ differentiated supports and strategies to address the students’ varying learning needs? What scaffolding strategies will you use to support student understanding?

Data Analysis What will be the criteria you will use to sort student work according to degree of mastery (exceeds/meets/ approaching mastery)? How will you communicate/share these criteria with your students?

Preparing for Enactment | Postwork – Early Childhood 7