Lesson Preparation Protocol

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The TDOE lesson prep protocol provides step-by-step guidance for how to prepare for teaching a lesson utilizing your high-quality knowledge building materials. This protocol contains guiding questions and action steps to deeply understand the "knows" and "dos" within the lesson, identify places where students might have misconceptions, and the corresponding strategies to serve all learners. This protocol can be used with any high-quality ELA instructional materials. 

Step 1: Connect this lesson to the unit’s culminating task.

Guiding Questions

Notes

  • What is the knowledge-based outcome (“the know”) of this lesson?
  • How does the lesson outcome connect to knowledge to be demonstrated to the culminating task?
  • How will the learning in this lesson build on earlier lessons and how will future lessons build on this lesson’s learning?
  • How will this learning prepare students for success on the culminating activities including both the “knows and dos”?

 

 

 

Step 2: Familiarize yourself with the central text in the lesson. 

Guiding Questions

Notes

  • What is the purpose of reading this particular text? In   particular, what are students learning from the text (what is the focus of the lesson’s questions and daily task?)
  • Given this purpose, which sections (words, phrases, and lines of the text) are most important for students to understand?
  • What aspects of the text words, phrases, and lines of the text) might students struggle with? 
  • What additional text components might cause students challenge? (structure, language, meaning/ purpose)

 

Step 3: Analyze the opportunities for student conversation to make meaning in the lesson. 

Guiding Questions

Notes

  • Which lesson-based questions provide opportunities students to make meaning from the text?
  • Which questions will foster discussions around the challenging sections of texts identified in section two?  (What answer would you want to see from students?)
  • Which questions will foster discussions around the challenging text structures that were identified in section two?  (What answer would you want to see from students?)
  • Are there sections of the text that may need to be re-read, have pauses, or additional thinking to ensure that students are building knowledge necessary for the day’s outcome?
  • How will you ensure that all students are responsible for this rigorous thinking? What protocols will you employ?

 

Step 4: Analyze the opportunities for student “dos” in the lesson. 

Guiding Questions

Notes

  • Given the purpose of reading this particular text (identified above), which are the 1-3 most critical actions students will need to complete in this lesson to ensure that they are practicing the standards necessary to be successful?
  • If a writing task is included in the lesson, complete the writing and review exemplar response with team.
  • What skills may need reinforcement?

 

Step 5: Anticipate where your students may struggle. 

Guiding Questions

Notes

  • Where might your students struggle?
  • Which sections of the text will you need to emphasize to ensure that students who may struggle have opportunities to build meaning during the reading of the text? Highlight/mark these with post-its and support with discussion?
  • What lines of the text, language within the text, or specific vocabulary words will also need reinforcement?
  • What probing questions might you ask to encourage persistence or push students to precision?
  • How might you strategically group or partner students during discussion to support meaning making?

 

Step 6: Planning materials for lesson delivery.  

Guiding Questions

Notes

  • What will you have in your hands as you are teaching?
  • What technology tools will be necessary to support meaning making?
  • What will help you teach it most naturally?
  • What additional materials do you need to prepare for this lesson?