Crafting Lessons through Analysis of Practice:
Grades 3-5
Sequence of Sessions
Overarching Objectives of this March 2015 Network Team Institute

Participants will be able to identify, practice, and use best instructional moves and scaffolds for chosen common core standards.
High-Level Purpose of this Session


Participants will examine ways to customize a lesson in order to empower teachers to reach their classroom goals while growing in both their
understanding of the curriculum and in their pedagogy and practice. They will explore approaches for professional development that provides
structured planning time designed to deepen data analysis and develop Profound Understanding of Fundamental Mathematics.
Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while
maintaining the balance of rigor that is built into the curriculum.
Related Learning Experiences


This session is part of a series exploring implementation of A Story of Units. Sessions on Crafting Teaching Sequences for Extended Interventions
will also develop teachers’ ability to customize the curriculum to meet the specific needs of their students.
Module Focus sessions also support implementation of the curriculum by closely examining each module in A Story of Units.
Key Points
•
•
Using the Prepare-Teach-Assess-Analyze protocol, teachers can examine and anticipate where students might struggle in order to make changes and
customizations that will benefit student learning in subsequent lessons.
Observation is a critical tool in using this protocol successfully.
Session Outcomes
What do we want participants to be able to do as a result of this
session?


Participants will become familiar with a protocol to customize lessons
from A Story of Units in order to facilitate greater understanding of
mathematics based on their own classroom needs. They will explore
approaches for professional development that provide structured
planning time designed to deepen data analysis and develop Profound
Understanding of Fundamental Mathematics.
Participants will be prepared to implement the modules and to make
appropriate instructional choices to meet the needs of their students
while maintaining the balance of rigor that is built into the curriculum.
How will we know that they are able to do this?
Participants will be able to articulate the key points listed above.
Session Overview
Section
Time
Overview
8 min
Introduces this session on how to
use a system of thorough analysis
to help craft lessons.
Prepared Resources
•
Introduction
•
•
Using the Protocol
79 min
Explores the “Prepare – Teach –
Assess – Analyze” protocol.
•
Observation
88 min
Using a Second
84 min
Repeats the earlier process in
Crafting Lessons through
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
•
Crafting Lessons through
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
•
Crafting Lessons through
•
Explores the tool of observation
and the role it plays in shaping
learning.
Crafting Lessons through
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
Facilitator Preparation
Review Crafting Lessons through
Analysis, Grades 3-5 PPT and
Facilitator Guide
Review Crafting Lessons through
Analysis, Grades 3-5 PPT and
Facilitator Guide
Review Crafting Lessons through
Analysis, Grades 3-5 PPT and
Facilitator Guide
Review Crafting Lessons through
Lesson to Fine-Tune
Working with the
Protocol
Observation
Revisited
Conclusion
order to practice applying the
protocol and adding any
customizations or short-term
interventions that might be
necessary.
•
67 min
Repeats the observation process
with the second lesson to further
explore the concepts of this
session.
45
minutes
Concludes the session by
exploring ways to use the protocol
practiced and information
gathered to help create a plan for
implementation of these
structures, cycles, practices, and
concepts.
•
•
•
•
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
Crafting Lessons through
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
Crafting Lessons through
Analysis, Grade 3-5 PPT
Crafting Lessons through
Analysis, Grade 3-5
Facilitator Guide
Analysis, Grades 3-5 PPT and
Facilitator Guide
Review Crafting Lessons through
Analysis, Grades 3-5 PPT and
Facilitator Guide
Review Crafting Lessons through
Analysis, Grades 3-5 PPT and
Facilitator Guide
Session Roadmap
Section: Introduction
Time: 8 minutes
In this section, you will begin to explore how to craft lessons by
going through a thorough analysis of sample lessons.
Materials used include:
• Crafting Lessons through Analysis, Grades 3-5 PPT
• Crafting Lessons through Analysis, Grades 3-5 Facilitator Guide
• Crafting Lessons through Analysis. Grades 3-5 Handout
Time Slide # Slide #/ Pic of Slide
Script/ Activity directions
GROUP
1.
Put 2 copies of the Observation Recording Sheet for each participant in one
pile face down under the materials basket of the table.
2 copies of Appendix A on the table per participant
2 copies of Appendix B on the table per participant.
8 min
2.
8 minutes for the slide. Poll. Raise a straight arm if:
• You are a 3rd grade classroom teacher. 4th grade. 5th grade.
Student teacher.
• You are a math coach. Coordinator. Resource teacher.
• You are a school-level administrator. District-level
administrator.
• You are using the lessons on a daily basis. To supplement
your instruction.
Directions to the Facilitator. Establish a signal such as hand clapping to
return to unify the group.
1) Have participants stand.
2) Reflective Question: “How have you been supported in analyzing
and improving your teaching craft or practice? How effective has
that support been?”
3) Ask the participants to find a partner at a different table with whom
to share for 1.5 minutes their experience (Signal to change
partners.)
4) As participants share, circulate and possibly pass out Share it! Cards.
Section: Using the Protocol
Time: 79 minutes
In this section, you will begin to explore the “Prepare – Teach –
Assess – Analyze” protocol.
Materials used include:
• Crafting Lessons through Analysis, Grades 3-5 PPT
• Crafting Lessons through Analysis, Grades 3-5 Facilitator Guide
• Crafting Lessons through Analysis. Grades 3-5 Handout
Time
9 min
Slide # Slide #/ Pic of Slide
3.
Script/ Activity directions
•
•
•
•
2 minutes to read and understand the protocol
2 minutes to read
3 minutes for the protocol
2 minutes to share out whole group, answer questions.
Directions: Have participants use Protocol A, Save the Last Word for Me to
read page 2,
“Welcome to Crafting Lessons Through Analysis of Teaching Practice” of
their participant packet in triads.
2 min
4.
Directions
• Introduce the teacher and express gratitude!
Colleen Sheeron
Colleen has fifteen years teaching experience in grades 3-6 in Title 1
schools, in both departmentalized and self-contained situations. She has
been teaching third grade at Kuumba Academy in Wilmington, DE for the
last 9 years. She also served as the school’s K-5 math coach for the past five
years. She is a vital member of the second grade math curriculum writing
team for A Story of Units. Colleen creates and delivers professional
development to support schools with their implementation of Eureka Math.
She has her Master’s degree in Educational Leadership and Bachelor’s in
Elementary Education, both from Neumann University and is certified in
Special Education K-12.
GROUP
20 min
5.
(Part 1 of detailed directions)
• A - 4 minutes
• B - 4 minutes
• C - 2 minutes
• D - 5 minutes
• Whole Group shares out (5 minutes)
The first lesson that we will study is from Grade 3 - Module 5 - Lesson 21
on Equivalent Fractions.
A: Remembering the preparation process as detailed in Appendix D:
Preparing to Teach a Lesson from A Story of Units, complete the Problem Set
to be done by students. (4 minutes)
B: Study and write notes on the complexities of each problem and read
through the Student Debrief questions. (4 minutes)
C: Anticipate where students might struggle. (2 minutes)
D: Briefly study the entire lesson, how does it lead to students’ independent
success. What customizations might you consider? (5 minutes)
Whole Group Share: 5 minutes.
4 min
6.
(Part 2 of detailed directions)
A: Silently read through Appendix A’s Part 1: Pre-Instruction Preparation
with Deliberate Practice and Part 2: Post-Instruction Reflection with
Deliberate Practice. Share thoughts within a partnership or triad. (4
minutes)
Facilitator, clarify any confusion.
16 min
7.
(Part 2 of detailed directions)
• A - 7 minutes
• B - 2 minutes
• C - 3 minutes
• Whole Group shares out (4 minutes)
Part 2: Prepare through collaboration and practice.
A: Watch a pre-conference while making notes on Appendix A - Part 1: PreInstruction Preparation with Deliberate Practice. (7 minutes)
B: After viewing, use your notes to review, with a partner, what took place
in the conference. (2 minutes)
C: Consider with a partner the various ways in which the conference may
have advanced the teacher’s preparation and practice. Refer back to the
curriculum to support your analysis. (3 minutes)
Whole Group Share: 4 minutes.
28 min
8.
(Part 2 of detailed directions)
• A - 8 minutes
• B - 2 minutes
• C - 3 minutes
• D - 3 minutes
• E - 8 minutes
• Whole Group shares out 4 minutes
Part 4: Assess, analyze, and collaborate.
A: Watch the post-conference making notes on the post-conference form. (8
minutes)
B: Compare notes with a colleague reconstructing what took place in the
post-conference. (2 minutes)
C: The coach made an effort to get into the specifics of the mathematics and
how precisely it was taught. What evidence is there in the post-conference
of that effort? How did the dialogue’s movement to precision and specificity
change the conference? (3 minutes)
D: Read through Appendix F: Deliberate Practice. (3 minutes)
E: Deliberately practice the same component modeled by the teacher. Use
the protocol to practice the same component in pairs or triads. (8 minutes)
Whole Group shares out. 4 minutes.
Section: Observation
Time: 88 minutes
In this section, you will begin to explore the tool of observation and Materials used include:
the role it plays in shaping learning.
• Crafting Lessons through Analysis, Grades 3-5 PPT
• Crafting Lessons through Analysis, Grades 3-5 Facilitator Guide
• Crafting Lessons through Analysis. Grades 3-5 Handout
Time Slide # Slide #/ Pic of Slide
Script/ Activity directions
6 min
(Part 3 of detailed directions)
9.
A - 3 minutes
B - 3 minutes
A: Silently read through Appendix B - Part 1: Interview focused on the
Teacher’s Preparation and Part 2: Documentation of the Observer’s Learning.
B: Discuss the ways in which Appendix B is distinct from Appendix A within a
partnership or triad. Watch a small video of the teacher modeling from Part
1(c): Interview focused on the Teacher’s Preparation.
GROUP
30 min
10.
(Part 3 of detailed directions)
• A - 1 minute
• B - 10 minutes
• C - 5 minutes
• D - 5 minutes
• E - 6 minutes (3 for writing and 3 for sharing)
• Optional deliberate practice for 6 minutes.
• Whole Group shares out 3 minutes
Observe Part 1 of a Eureka lesson. (30 minutes)
A: Take on the role of a sports reporter using Appendix C: Observation
Recording Sheet. (1 minute)
B: Watch the video while taking notes on the Fluency and Application
Problem components. (10 minutes)
C: Review observation notes from beginning to end with a colleague
recreating the action of the lesson from the notes. (Request replays if
desired.) Also reflect on the experience of taking the notes. (5 minutes)
D: Refer back to the Fluency and Application Problem of the curriculum and
make notes directly on the curriculum about the customizations made by
the teacher. Compare the actual classroom experience to what is in the
curriculum and to what the teacher proposed in the pre-conference. (5
minutes)
E: Silently write about student learning that took place and the specific
teacher actions and words that made it successful. Write down what you
would like to incorporate into your own practice, with a focus on the
mathematics rather than management. Share out writing in small groups. (6
minutes)
Optional: Deliberately practice something the teacher wants to incorporate
into his or her own practice from the Fluency or Application Problem. (6
minutes)
Whole Group Share: 3 minutes.
22 min
11.
(Part 3 of detailed directions)
• A - 10 minutes
• B - 4 minutes
• C - 5 minutes
• Whole Group shares out 3 minutes
Observe Part 2 of a Eureka lesson. (22 minutes)
A: Watch and take notes on the Concept Development, Problem Set, and
Debrief. (10 minutes)
B: Review your observation notes from beginning to end with a colleague,
recreating the action of the lesson from the notes. (Request replays if
desired.) Also reflect on the experience of taking the notes.
(4 minutes)
C: Refer back to the Concept Development, Problem Set, and Debrief of the
curriculum and make notes directly on the curriculum about the
customizations. Compare the actual classroom experience to what is in the
curriculum and to what the teacher proposed in the pre-conference. (5
minutes)
Whole-Group Share: 3 minutes.
30 min
12.
(Part 3 of detailed directions)
• A - 5 minutes
• B - 5 minutes
• C - 4 minutes
• D - 4 minutes
• E - 8 minutes
• Whole Group shares out 4 minutes
Analyze the Exit Tickets: Use Appendix B - Part 2: Documentation of the
Observer’s Learning. (30 minutes)
A: Distribute the Exit Tickets equally. In order to get an overview of the
work, pass each set forward every 30 seconds until the complete set has
moved around the table. At the end, keep those you end up with. (5 minutes)
B: Analyze your student work within a triad. Record your response to
Appendix B: Documentation of the Observer’s Learning - Part 2(a). Think back
to the lesson using your notes and reference the curriculum to detail what
moments of instruction may have contributed to the strength exhibited in
the Exit Tickets. (5 minutes)
C: What specific errors are evidenced in each sample? Record your response
to Appendix B: Documentation of the Observer’s Learning - Part 2(b). Again,
think back to the lesson using both your notes and reference the curriculum
to detail what specific moments of instruction may have contributed to the
weaknesses exhibited in the Exit Tickets. (4 minutes)
D: Record your response to Appendix B: Documentation of the Observer’s
Learning - Part 2(c). (4 minutes)
E: Culminate Part 3 by deliberate practice as described in Appendix B:
Documentation of the Observer’s Learning - Part 2: Closing Action. (8
minutes)
Whole Group Share: 4 minutes.
Section: Using a Second Lesson to Fine-Tune Working
with the Protocol
Time: 83 minutes
In this section, you will repeat the earlier process in order to
practice applying the protocol and adding any customizations or
short-term interventions that might be necessary.
Materials used include:
• Crafting Lessons through Analysis, Grades 3-5 PPT
• Crafting Lessons through Analysis, Grades 3-5 Facilitator Guide
• Crafting Lessons through Analysis. Grades 3-5 Handout
Time
Slide # Slide #/ Pic of Slide
Script/ Activity directions
GROUP
25 min
13.
(Part 4 of detailed directions)
• A - 10 minutes
• B - 4 minutes
• C - 7 minutes
• Whole Group shares out 4 minutes
Prepare a subsequent lesson.
A: Remembering the preparation process as detailed in Appendix D:
Preparing to Teach a Lesson from A Story of Units, complete and analyze the
Problem Set to be done by students. (10 minutes)
B: What do you know from the prior lesson that may mean customizations
and short-term interventions? Tweak or replace a fluency or any lesson
component to meet the needs of the students in the observed teacher’s
classroom or in your own classroom. (4 minutes)
C: Deliberately practice a component that reflects a customization. (7
minutes)
Whole Group Share: 4 minutes
1 min
14.
Explain that we are going to begin the cycle again.
2 min
15.
Adam Baker
During the development of the Story of Units math curriculum, Adam
served as a member of the grade 5 writing team. He currently supports
school districts across the country in their implementation of Eureka Math,
by planning and delivering professional development. Prior to joining the
Eureka Math team, Adam was a classroom teacher in the Albany, Buffalo,
and Poughkeepsie areas. He has over a dozen years of teaching experience
at K-8 grade levels. Adam earned his Master’s Degree from the College of St.
Rose in Albany and his Bachelor’s at SUNY Binghamton. Adam is also the
proud father of four amazing children whose names play a prominent role
in many 5th grade story problems!
15 min
16.
•
•
•
•
•
A - 2 minutes
B - 3 minutes
C - 2 minutes
D - 5 minutes
Whole Group shares out (3 minutes)
The second lesson that we will study is Grade 4 - Module 3- Lesson 38,
two-digit by two-digit multiplication.
A: Remembering the preparation process as detailed in Appendix D:
Preparing to Teach a Lesson from A Story of Units, complete the Problem Set
to be done by students. (2 minutes)
B: Study and write notes on the complexities of each problem and read
through the Student Debrief questions. (3 minutes)
C: Anticipate where students might struggle. (2 minutes)
D: Briefly study the entire lesson, how does it lead to students’ independent
success. What customizations might you consider? (5 minutes)
Whole Group Share: 3 minutes
4 min
17.
Remind participants of Appendix A’s Part 1: Pre-Instruction Preparation
with Deliberate Practice and Part 2: Post-Instruction Reflection with
Deliberate Practice. Share thoughts within a partnership or triad. (4
minutes)
Facilitator, clarify any confusion.
16 min
18.
•
•
•
•
A - 7 minutes
B - 2 minutes
C: - 3 minutes
Whole Group shares out (4 minutes)
Part 2: Prepare through collaboration and practice.
A: Watch a pre-conference while making notes on Appendix A - Part 1: PreInstruction Preparation with Deliberate Practice. (7 minutes)
B: After viewing, use your notes to review, with a partner, what took place
in the conference. (2 minutes)
C: Consider with a partner the various ways in which the conference may
have advanced the teacher’s preparation and practice. Refer back to the
curriculum to support your analysis. (3 minutes)
Whole Group Share: 4 minutes.
20 min
19.
•
•
•
•
•
A - 6 minutes
B - 2 minutes
C - 3 minutes
D – 6 minutes
Whole Group shares out 3 minutes
Part 4: Assess, analyze, and collaborate.
A: Watch the post-conference making notes on the post-conference form. (6
minutes)
B: Compare notes with a colleague reconstructing what took place in the
post-conference. (2 minutes)
C: The coach made an effort to get into the specifics of the mathematics and
how precisely it was taught. What evidence is there in the post conference
of that effort? How did the dialogue’s movement to precision and specificity
change the conference? (3 minutes)
D: Deliberately practice the same component modeled by the teacher. Use
the protocol to practice the same component in pairs or triads. (6 minutes)
Whole Group shares out. (3 minutes)
Section: Observation Revisited
Time: 67 minutes
In this section, you will repeat the observation process with the
second lesson to further explore the concepts of this session.
Materials used include:
• Crafting Lessons through Analysis, Grades 3-5 PPT
• Crafting Lessons through Analysis, Grades 3-5 Facilitator Guide
• Crafting Lessons through Analysis. Grades 3-5 Handout
Time Slide # Slide #/ Pic of Slide
Script/ Activity directions
GROUP
20.
25 min
21.
Remind participants of the distinct recording sheet, Appendix B.
•
•
•
•
•
•
A - 7 minutes
B - 4 minutes
C – 3 minutes
D– 4 minutes (2 for writing and 2 for sharing)
Optional deliberate practice for 6 minutes.
Whole Group shares out 3 minutes
Observe Part 1 of a Eureka lesson. (30 minutes)
A: Take on the role of a sports reporter using Appendix C: Observation
Recording Sheet. Watch the video while taking notes on the Fluency and
Application Problem components. (7 minutes)
B: Review observation notes from beginning to end with a colleague
recreating the action of the lesson from the notes. (Request replays if
desired.) Also reflect on the experience of taking the notes. (4 minutes)
C: Refer back to the Fluency and Application Problem of the curriculum and
make notes directly on the curriculum about the customizations made by
the teacher. Compare the actual classroom experience to what is in the
curriculum and to what the teacher proposed in the pre-conference. (3
minutes)
D: Silently write about student learning that took place and the specific
teacher actions and words that made it successful. Write down what you
would like to incorporate into your own practice, with a focus on the
mathematics rather than management. Share out writing in small groups.
(4 minutes)
Optional: Deliberately practice something the teacher wants to incorporate
into his or her own practice from the fluency or application problem. (6
minutes)
Whole Group Share: 3 minutes
22 min
22.
•
•
•
•
A – 10 minutes
B – 4 minutes
C – 5 minutes
Whole Group shares out 3 minutes
Observe Part 2 of a Eureka lesson. (22 minutes)
A: Watch and take notes on the Concept Development, Problem Set, and
Debrief. (10 minutes)
B: Review your observation notes from beginning to end with a colleague
recreating the action of the lesson from the notes. (Request replays if
desired.) Also reflect on the experience of taking the notes. (4 minutes)
C: Refer back to the Concept Development, Problem Set, and Debrief of the
curriculum and make notes directly on the curriculum about the
customizations. Compare the actual classroom experience to what is in the
curriculum and to what the teacher proposed in the pre-conference. (5
minutes)
Whole-Group Share: 3 minutes.
20 min
23.
•
•
•
•
•
•
A - 3 minutes
B - 3 minutes
C - 3 minutes
D - 3 minutes
E – 6 minutes
Whole Group shares out 2 minutes
Analyze the Exit Tickets: Use Appendix B - Part 2: Documentation of the
Observer’s Learning. (20 minutes)
A: Distribute the Exit Tickets equally. In order to get an overview of the
work, pass each set forward every 30 seconds until the complete set has
moved around the table. At the end, keep those you end up with. (3
minutes)
B: Analyze your student work within a triad. Record your response to
Appendix B: Documentation of the Observer’s Learning - Part 2(a). Think back
to the lesson using your notes and reference the curriculum to detail what
moments of instruction may have contributed to the strength exhibited in
the Exit Tickets. (3 minutes.)
C: What specific errors are evidenced in each sample? Record your response
to Appendix B: Documentation of the Observer’s Learning - Part 2(b). Again,
think back to the lesson using both your notes and reference the curriculum
to detail what specific moments of instruction may have contributed to the
weaknesses exhibited in the Exit Tickets. (3 minutes)
D: Record your response to Appendix B: Documentation of the Observer’s
Learning - Part 2(c). (3 minutes)
E: Culminate Part 3 by deliberate practice as described in Appendix B:
Documentation of the Observer’s Learning - Part 2 - Closing Action. (6
minutes)
Whole Group Share: 2 minutes.
Section: Conclusion
Time: 25 minutes
In this section, you will conclude the session by exploring ways to
Materials used include:
use the protocol practiced and information gathered to help create a
• Crafting Lessons through Analysis PPT
plan for implementation of these structures, cycles, practices, and
• Crafting Lessons through Analysis Facilitator Guide
concepts.
• Crafting Lessons through Analysis Handout
Time
15 min
Slide # Slide #/ Pic of Slide
24.
Script/ Activity directions
•
•
•
A - 5 minutes
B - 8 minutes
Whole Group shares out 3 minutes
Menu of Options:
Plan the subsequent lesson.
Collaboratively consider how best to return to your school sites and
implement some or all of these structures, cycles, practices, and concepts.
Plan a lesson collaboratively to use with the process for your own school or
district. Prepare for the pre-conference as both teacher and administrator.
This would include digging into deliberate practice.
Whole Group Share – 3 minutes.
10 min
25.
It has been suggested that courage is fear transformed. In light of this, take
a moment to reflect in writing about the following considerations. Share
your observations with your partner.
GROUP
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Active learning
Turnkey Materials Provided
•
•
•
Crafting Lessons through Analysis of Practice, Grades 3-5 PPT
Crafting Lessons through Analysis of Practice, Grades 3-5 Facilitator Guide
Crafting Lessons through Analysis of Practice, Grades 3-5 Handout
Additional Suggested Resources



How to Implement A Story of Units
A Story of Units Year Long Curriculum Overview
A Story of Units CCLS Checklist
Turn and talk