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�Session 1.3:

Fundamentals of Lesson Preparation Part I

Projected Length: 95-100 min

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Session Objectives

Together we will…

Practice unpacking an Exit Ticket from our curriculum and exemplar planning like teachers will be expected to
Experience and reflect on Part I of turnkey PD for Fundamentals of Lesson Preparation

Introduction
Defining Lesson Preparation
Unpacking Exit Tickets
Exemplar Planning
Reflection

Page 12

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Devon Joyce

What’s engaging and rigorous about Devon’s teaching?

Page 12

Video Link: https://vimeo.com/697522596/a2e0c1cad7?share=copy

Estimated Time: 8-9 min

MOP: Turn & Talk (90 sec)→ CC x 2 + Open floor (3-4 min)

SAY:

Video Link: https://vimeo.com/1038694646/caecb459eb

Estimated Time: 8-9 min

MOP: Turn & Talk (90 sec)→ CC x 2 + Open floor (3-4 min)

SAY:

To kick off our study of Lesson Preparation, we’re going to start by stepping into Devon Joyce’s 4th Grade classroom at Cornerstone Prep Denver. In this clip, well watch as Devon Joyce leads an Error Analysis Do Now with her math students, in which she’s asked students to study and unpack a common error that surfaced on Exit Tickets.
As you watch this clip, I want you to consider:

What’s engaging and rigorous about Devon’s teaching?

We invite you to take notes on page 12 of your handouts. Afterward, you’ll have a chance to share thoughts with a colleague.
So with that, here’s Devon!

Take 30 sec to button up your notes for this clip.
Now turn and talk to a colleague who’s sitting beside you. What evidence of preparation did you see in her teaching?

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Devon Joyce

Strategic Means of Participation: Devon is intentional about how she asks students to engage with key tasks and questions to maximize both rigor and engagement. Whether she’s building in processing times via Silent Solo & Turn and Talk, or stamping key terms from viia Call & Response, students are clear about how they’ll participate.
Promoting Discourse via Turn & Talk: Devon leverages Turn and Talk for the most important questions that she wants students to discuss as a class. This gives students time to rehearse and develop their thinking before sharing with the group, while enabling her to listen for strong analysis that she wants to uplift.
Strong Academic Systems: Devon has clearly installed strong systems and consistent language to cue her MOP, enabling her to leverage them efficiently, productively, and in a way that both builds and preserves momentum.
Pushing for Precision: Devon’s strong exemplar planning gives her clarity about the answers she wants to hear and see students produce. This enables her to hold out for all-the-way-right answers that contain key terms like “placeholder,” “ones place,” and “partial product.”

Page 12

Estimated Time: 1.5 min

https://vimeo.com/1038694646/caecb459eb

Thank you for lifting up those brilliant insights! Here are a few I wanted to stamp that jumped out to me as well (focus on emphasizing a few of the most important, no need to review them all):

Strategic Means of Participation: Devon is intentional about how she asks students to engage with key tasks and questions to maximize both rigor and engagement. Whether she’s building in processing time for more rigorous questions via Silent Solo & Turn and Talk, or she’s stamping key words from her stamp via Call & Response, students are clear about how they’ll participate and they do so joyfully and with rigor.
Promoting Discourse via Turn & Talk: Devon leverages Turn and Talk for the most important questions that she wants students to discuss as a class. This gives students time to rehearse and develop their thinking before sharing with the group, while enabling her to listen for strong analysis that she wants to uplift.
Strong Academic Systems: Devon has clearly installed strong systems and consistent language to cue her MOP enabling her to leverage them efficiently, productively, and in a way that both builds and preserves momentum.
Pushing for Precision: Devon’s strong exemplar planning gives her clarity about the answers she wants to hear and see students produce. This enables her to hold out for all-the-way-right answers that contain key terms like “placeholder,” “ones place,” and “partial product.”

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Devon’s Lesson Preparation

Silent Solo (90 sec): What do you notice about how Devon prepared to teach? How did this prep support student engagement and learning?

Page 13

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Devon’s Lesson Preparation

Exemplar responses and work shown, including key terms/academic vocabulary boxed in purple

Plans means of participation to maximize engagement for key questions

Time stamps to ensure crisp, engaging pace and delivery

Page 13

Circles point of error to support students with identifying it

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Lesson Planning vs. Lesson Preparation

Lesson Preparation: Consists of answering a series of questions about how you will teach the content outlined within a lesson plan that you’ve either developed or been provided.

Lesson Plan: Details what content will be taught within a carefully constructed sequence of activities. The sequence is usually aligned to an instructional framework and designed to occur within a defined block of time.

Page 14

Estimated Time: 2 min

We want to stamp what made BreOnnas teaching strong, and it’s really what happens behind the scenes.

There is a difference between a lesson plan and lesson preparation.
A lesson plan shares what content will be taught, the activities, and it’s aligned to standards and skills in a given time frame.
A lesson plan is different from lesson preparation. Lesson preparation is where your intentionality comes out.

This is where teachers take the time to answer the questions they pose to the class, answer the questions that appear on student material.
Preparing how you will teach the content that you have outlines in your lesson plan
Noting cold calling, time stamping a silent solo exercise where students think in writing, noting a discussion and the stretch it questions you ask during that discussion, etc.

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Understanding the Content & Curriculum We Teach

“Our knowledge of our content and curriculum affects how we interpret the content goals we are expected to reach with our students. It affects the way we hear and respond to our students and their questions. It affects our ability to explain clearly and to ask good questions. It affects our ability to approach a mathematical idea flexibly with our students and to make connections. It affects our ability to push each student at that special moment when he or she is ready or curious. And it affects our ability to make those moments happen more often for our students.”

Glenda Lappan, NCTM President

Silent Solo (60 sec): What resonates with you from this quote? Why?

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Our Goal

Intentional and responsive instruction requires a deep understanding of the content being taught. This understanding should directly inform daily planning and instructional decisions.

Teachers must know:

what mastery of grade level objectives looks like in student work
how to use this vision of mastery to drive our decision-making

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Preview the Protocol

Silent Solo (5 minutes): Reflect on the bottom of page 15:

How will completing this Lesson Preparation Protocol prepare us to lead intentional, rigorous, and responsive daily lessons?

Page 15

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Preview the Protocol

Silent Solo (2.5 minutes): Review this protocol and then

Add a “★” besides any elements of this process that your teachers are already doing consistently and effectively
Circle any steps that you think teachers have the most room to grow, and consider how you might sell them on the importance of these

Page 15

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Key Steps to Lesson Preparation

Step 1: Complete & Unpack the Exit Ticket
Step 2: Create Your Exemplars
Step 3: Map the LDM onto Lesson Materials
Step 4: Identify Priority Tasks & Questions
Step 5: Plan for Pacing & Engagement

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Key Idea: The extent to which students are successful at learning the essential content of any lesson or unit often hinges on the extent to which we as teachers are clear about the destination we are driving towards by the end of each lesson.

Begin with the End (the Exit Ticket!)

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Key Idea: Script ideal student responses to your Exit Ticket questions, and then list what knowledge and skills students would need to produce them.

Knowledge: The vocabulary, facts, theorems, formulas, and rules that students need to show mastery of a lesson objective or standard. It is the answer to the question: What do students need to be able to say, think, or write as they complete tasks aligned to this objective?
Skills: The procedures, application of knowledge, and modeling of relationships that students need to show mastery of a standard. It’s the answer to the question: What do students need to be able to do as they complete tasks aligned to this objective?

Unpacking Exit Tickets

Page 16

Time Gate:1.5 min

MOP: None

SAY:

Teachers can begin to unpack their daily Exit Tickets–or any lesson task for that matter–in just a few simple steps:

First, they’d draft an exemplar or ideal answers to the task (and in this case, our Exit Tickets!).
Second, you’ll identify what students should be able to “know” and “show” to produce exemplar responses.

By “Know” we mean: Prerequisite content knowledge students must have to successfully complete the task. (e.g., domain-specific vocabulary, background knowledge, rules, equations, etc). This could be both knowledge that’s explicitly stated in the problem and knowledge that’s assumed/implicit.
By “Show” we mean: What students must be able to visibly show in their written response to demonstrate mastery (e.g., task-specific annotations, text evidence, labels, diagrams, steps, etc.)

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Knowledge vs. Skills Quick Practice

Objective: To practice differentiating between knowledge and skills for an unpacked Exit Ticket.

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Knowledge vs. Skills Quick Practice

A completed assessment item for a 3rd grade math standard is shown on page 7, along with a table of statements that describe knowledge and skills needed to complete the assessment item.

Read each statement in the table. Then, using the definitions we’ve established for knowledge and skills, determine if each statement describes a piece of knowledge or a skill that students need to have mastered to successfully complete the Exit Ticket.

Building Skill

Be ready to share your classification and rationale with a partner!

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What we were thinking…

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Examples: Unpacked Exit Tickets

Silent Solo (2.5 min):

Step 1: Choose TWO of the provided examples to study more deeply. One EXAMPLE, and one NON-Example.

Non-Examples: A, C, and D.
Examples: B, E, F

Step 2: In the gray box provided, identify any “ahas” or takeaways this gives you about unpacking Exit Tickets with “Know”/”Show.”

Pages 18-23

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Examples: Unpacked Exit Tickets

For the “Knows”	For the “Shows”
“Knows” list precise, task-specific knowledge necessary to make meaning of the tasks/problems, including knowledge that’s explicitly stated, and knowledge that’s implicit/assumed Examples: “part vs. whole,” “inverse operation,” “hypotenuse” vs “legs, “cross multiplier,” “rate,” “commutative property” etc.	They are concrete and observable things you can expect to see in student work Examples: “lining up by place value”; “including numbers with decimals”; “adding decimals and zeros as placeholders”; “writing/choosing correct rate multiplier”; “regrouping when subtracting across zeros”, etc.

Pages 5-9

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“Exit Ticket” Unpacking Mini-Practice

Objective: Prepare to effectively support our teachers with Exit Ticket unpacking by practicing this skill with authentic curricular materials.

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“Exit Ticket” Unpacking Mini-Practice

Step 1: Complete & Unpack Your Exit Ticket

(7 min)

Complete the given Exit Ticket, ensuring you show all work like you’d ideally see in a student response.
Using the template on page 24, unpack your Exit Ticket by creating a “knowledge/skills” chart:

Knowledge: Essential information students must know and understand to successfully complete the task at hand. (e.g., domain-specific vocabulary, background knowledge, rules, theorems, equations, etc.).
Skills: What students must be able to visibly show in their written response to demonstrate mastery (e.g., task-specific annotations, labels, diagrams, solution steps, etc.)

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“Exit Ticket” Unpacking Mini-Practice

Step 2: Share & Spar (3 min)

Exchange your know/show chart with a partner for feedback. Using the Success Points below, share 1 “glow” and 1 “grow.” Try using the sentence starters:

“It was effective when…”
“Next time, try…”

Consider any knows/shows that your partner(s) might want to add that aren’t already included

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Success Points:

Exemplar responses are fully “worked out” solutions, inclusive of all work, math vocab, and annotations expected in ideal student responses
“Knowledge” outlines the key information that students need to be able to think, apply, or write to successfully complete the Exit ticket
“Skills” outline what students need to be able to do to successfully complete the Exit ticket

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Practice Shout Outs!

What is a piece of feedback that pushed your practice, or an idea you want to steal/adapt from your partner’s unpacking?

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Reflection: Exit Ticket Unpacking

Why is Exit Ticket unpacking important for leading effective instruction?

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Key Steps to Lesson Preparation

Step 1: Complete & Unpack the Exit Ticket
Step 2: Create Your Exemplars
Step 3: Map the LDM onto Lesson Materials
Step 4: Identify Priority Tasks & Questions
Step 5: Plan for Pacing & Engagement

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Directions: Compare these two exemplars (Example A is from a popular curriculum, example B is from Rebecca!)

How might version B support a teacher’s ability to deliver more rigorous and responsive instruction?

Studying Exemplars

Page 26

VS.

Version A

Version B

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The Power of Exemplar Planning

Key Takeaway: Planning Exemplars in advance enables us to:

Efficiently “see” trends in the moment
Make better decisions about how we’ll respond
Uphold our high bar for quality and accuracy
Provide more targeted and precise feedback to students
Support our ability to anticipate errors and see tasks through our students’ eyes.

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Key Takeaway: Fully “work out” the solution to the problem from top to bottom, and in the precise format that students will be expected to. This includes making any necessary annotations to the prompt/task, adding any necessary labels, etc.

Key Idea

Page 27

Annotations made to prompt

Fully “worked out solution” in format expected of students

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Choose two of the tasks from the lesson you’ve been working with.
Script the exemplar, inclusive of all solution steps, annotations/mark-up, and vocabulary expected in an ideal student answer

Exemplar Planning Mini-Practice

Step Two: Share for Feedback

(3 min)

Pair up with a colleague and share the exemplars you planned.
Provide each other with quick feedback on your exemplars. (1 glow/1 grow or suggestion that could strengthen them).

Step One:

Plan Your Exemplar

(5 min)

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Closing Reflection

Page 28

Silent Solo (2.5 min):

What aspect(s) of this portion of our protocol (Exit Ticket unpacking, Exemplar Planning) do you think will come most easily for your teachers?
What do you think they will find most challenging? What resources, learning experiences, or supports can you provide?