Direct Instruction Lesson Plan Template

Teachers: Sedona Wood Subject: Chemistry

AZ State Standards:
 Develop and use models to predict and explain forces within and between molecules.
Learning Objective:
 Students will illustrate the differences between intermolecular and intramolecular forces by filling in a
worksheet with an 80% accuracy.
Evidence of Mastery (Measurable):

¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?

Students will be required to fill a worksheet with an 80% accuracy to show mastery on the subject.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs) Blank visual aids
Illustrate, label

Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?

Start with an activity using student volunteers. Show the difference in strength between
intramolecular and intermolecular forces. 3 students will represent 3 molecules in a substance
connected by holding each other’s pinky fingers. 2 other students will represent 2 atoms that
make up a molecule, connected by holding hands. Then inquire which bond seems stronger
and why they think that is (looking for prior knowledge). After a short discussion, go over the
objective.

Instructional Input “I do”

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 and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?

I would go over the differences between the forces, Students will be expected to take notes and ask questions
including the strength, chemical and physical properties, when they arise. Notes are necessary to rewrite in a concise
and reviewing the different bonding forces within and easy to read way in their journals outside of class. Journals
intermolecular (dipole-dipole, London dispersion, and will be allowed on certain tests.
hydrogen bonding) and intramolecular forces (covalent,
ionic, and metal bonding), and the importance of knowing
them. New information and review should not take more
than 10 minutes. Images of different aspects of the forces
will be shown for visual aids. Questions will be answered
as they arise. Behavioral expectations will be modeled by

1
 reigning in the class after the opening activity and going
over the material while requesting that students raise their
hands to talk.

Guided Practice “We do”

Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have
multiple opportunities to practice new content and
skills with your support?
¨ How will you utilize the support of peers within
this practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?

Examples of molecules and substances will be
written on the board and the students will work
with the person sitting next to them and write down
if the example is a intramolecular or intermolecular
forces, or if both are shown and provide the their
reasoning. As they work, I will walk around the
room checking progress and understanding. After
ten minutes groups will be chosen to write their
answer on the board. Then the answers will be
discussed as a class.
Students will work with their partner by sharing their
ideas about the examples. They will compile their
reasoning and be prepared to share with the class. If
both students are stuck, they can ask me for
assistance. It aligns with independent practice because
they both need the knowledge to take part in a
successful partnership.

Independent Practice “You do”

Teacher Will:
¨ How will you plan to coach and correct during this
practice?
¨ How will you provide opportunities for remediation and
extension?
¨ How will you clearly state and model academic and
behavioral expectations within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge
and skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?

A worksheet will be provided to fill in the different Students will independently work on the worksheet. By
aspects of the forces and explain what they mean discussing some answers toward the end of the
by the students. I will walk around the class practice, students can see if they are on the right track
answering questions and providing guidance when and guiding their peers that might be stuck.
needed. A few examples from the worksheet will
be selected to have students share their answers
with the whole group. The worksheet will be
collected to look for mastery.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.

I will summarize the differences between the forces and why they are important to know. This
knowledge will be added to their knowledge of bonds and the bonding forces within
intermolecular and intramolecular forces. A ticket out the door asking for one thing the students
have learned and a question they still have. I would start answering some of the written
questions if there is time and the remaining questions will be answered at the beginning of the
next class.