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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
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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
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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
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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
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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
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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
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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
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