+Direct Instruction Lesson Plan Template

Teachers: Daniela Balderas Subject: Chemistry

Common Core State Standards:

 Strand 5-Concept 4: Chemical Reactions Investigate relationships between reactants and products in
chemical reactions. PO 8. Quantify the relationships between reactants and products in chemical
reactions (e.g., stoichiometry, equilibrium, energy transfers)
Objective (Explicit):
 For students to determine the amount of product made in a chemical reaction using stoichiometry
when given the initial quantity of reactant(s) added.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
The evidence of mastery will be for students to complete the review problems at the end of the handout
(shown below). Students should correctly determine the amount of product or reactant in a reaction from
the given information.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary: Composition Stoichiometry, Materials: Handout, paper, and pencil.

reaction stoichiometry.
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
1. State the objectives to students.
2. Review the concepts that students have learned that are relevant to the lesson, which are the law
of conservation of mass, mole-to-mass conversions, and balancing chemical equations.
3. Explain to students that in chemistry it is important to know the amount of product expected from
the initial amount of reactant(s), because that way chemists will be determine if the reaction was
successful.
**Should take 3 to 5 minutes

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 Teacher Will: Student Will:
 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?
 1) Explain to students how to do a  Students should be active listeners and start
sequencing flow map, which will be the taking notes in their notebook/binders. They
inclusive/literacy strategy used in this should also be working on their sequencing
lesson. Flow map shown below. flow map (an outline of the flow map will be
provided in the handout).

 2) Describe the process used to solve

stoichiometry problems. The process is
Instructional Input

divided into the following steps:

I) Determine the given values from

the chemical reaction described in
the problem and what you are
being asked to solve for.
II) Develop a balanced chemical
equation of the reaction described
in the problem.
III) Set-up the mathematical
conversions needed to get the
unknown.
IV) Solve for the unknown and verify
that results make sense.
**Should take about 6 to 8 minutes
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

 No co-teaching strategy used in this part of the lesson.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 English language learners in the classroom could use their phone or a dictionary to translate
common words used in the lesson that they don’t understand. Other than that there should not be
any additional challenges to students.

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 Teacher Will:
 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
 Teacher will go over one sample problem
in stoichiometry step-by-step, making sure
to work out the problem in a slow pace to
Guided Practice
Student Will:
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?
 Students should be following along as the
teacher is solving sample problem and ask
questions if they are about a step in the

avoid student confusion or process.

misunderstandings.

** Should take 6 to 8 minutes

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

 No co-teaching strategy used in this part of the lesson.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
Independent Practice

 Teacher should be walking around the
classroom to make sure students are on
task, and answer any questions that they
might have.
another?
 Students should be working on the sample
problems in the handout with their partners,
and asking teacher(s) if they have any
questions relevant the problems.

** Students will on the sample problems in

the handout for the remaining of the class.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 The co-teaching strategy will be cooperative learning. In this part of the lesson students will be
working in groups of 2 to solve the sample problems in handout.

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 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 Students will be working in groups which would be beneficial for students with disabilities and
ELL students. There are no other additional challenges expected, but teacher will always modify
if they present themselves.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
 Students are expected to know how to use stoichiometry to determine value of unknowns. In addition,
students should be able to complete sequencing flow maps on their own. Students will be engaged by
using chemical reactions that they may find interesting or relevant.

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 Reflection for Signature Assignment

I am not that familiar with creating lessons plans, and I have a hard time determining the specific

information that should be included. However, little by little the quality of my lesson plans and my confidence

in being able to write them are improving. Thus, the hardest part of the signature assignment analyzing the

diverse learning needs of students in my intern mentor teacher and determining the best inclusive strategies to

address them. Fortunately, I found the necessary support and resources from my intern mentor teacher. For

instance, he introduced me to a professional development expert that gave me some advice on differentiation

and literacy strategies useful in the classroom.

In the end, I decided to opt for sequencing flow maps, which is a type of graphic organizer, as a strategy

to support students with disabilities in the classroom, but I think everyone in the class will benefit from this

strategy, which makes it a great example of Universal Design for Learning (UDL). The reason that I chose this

strategy is because stoichiometry, the topic my lesson is based on, is a multi-step process that can be

intimidating when students are learning it for the first time. A sequencing flow map seemed a perfect fit since

this type of organizer is useful for writing down information that follows a pattern or sequence, hence the name.

Obstacles When Preparing for the Lesson

The greatest obstacle that I encountered as I was writing my lesson plan is that I don’t know the students

in my IMT class well. If knew them better that could help me determine the best teaching strategies to utilize. In

addition, it is also hard to prepare differentiation strategies when you have a superficial understanding of the

learning disabilities in the classroom. In my defense, it is not that I am not trying to learn this information, but I

haven’t had much time to get to know the students. However, if it were my own classroom, I would probably

know my students more and be able to differentiate better my instruction.

In conclusion, although I haven’t taught the lesson, I feel very confident about it, and expect students to

be successful in learning the objective of the lesson. If there are problems/challenges that arise at the moment, I

would have to use the best strategies to address them, and reflect upon it after completing my lesson.
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