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Preparing for Enactment

I need help with this assignment

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

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