Name: Carly Carter Grade/Subject: Chemistry/11 Date: 02/24/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

The student knows how atoms form ionic, covalent, and metallic bonds.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Verbs: Knows, forms, compare

Topic: ionic, covalent, metallic bonds, atoms, valence electrons

3. SMART The student will be able to differentiate between covalent, ionic, and metallic bonds
Objective(s): (C3)

Essential Question: Describe how the electrons are shared between a non-metal and a metal, two non-metals, and
two metals.

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
The purpose of the lesson is for students to build on their knowledge of bonding and different
types of elements. The students will learn how and why elements form the bonds they do. From
this, they will be able to write and understand how two elements will form a bond.

Targets “I can identify and discuss different types of bonding”

I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language knows, forms
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. ionic, covalent, metallic bonds, valence electrons, atoms, symbols on periodic table

There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Strong influence on student achievement to strategy to integrate with prior knowledge and cognitive task
analysis.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Teach via Frayer model, word games, and graphic organizers

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, With numerous examples and have students be able to go up to the board and form bonds with
representations, and the help of their fellow students.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Frayer model
practice the concepts and
language they need to
learn within the 2. Word walls
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: Concept mapping

-Talk: Direct Instruction

Syntax - (GO TO Page)

1. Graphic organizer

2. Outlines

Making Content Comprehensible (R9)

Review and assess: Review key vocabulary through analogy, informal review of key concepts “discuss
3 important things we have learned so far”, provide feedback that clarifies and corrects misconceptions.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be A test that includes a list of two atoms, and student must write in what type of bond is formed
aligned to the TEKS, between the two (ionic, covalent, or metallic). Students will identify what type of bond would
and objectives. form between the two atoms.

Summative:

Using an investigative project, students may pick simple compounds and explore what type of
bonding the compound has and its physical properties. Students will be able to discuss and
compare and contrast types of bonds.

Assessment of your language demands:

Formative:
Identify, atom, bond, metal, non-metal, symbols on periodic table.

Summative:
Discuss, compare and contrast, bond, compound
8. Hook (C7) Hook activity (make connections to prior learning)
Touchbox: feeling a metal, plastic/water, salt
All different types of compounds with different bonding
Closure (C7)
Closure Activity: (make connections to prior learning)
Exit pass, students write down an answer for a question before leaving.

Student Assets (C7) Personal assets: Refers to specific background information that students bring in.
Cultural assets: Refers to cultural backgrounds and practices that students bring in.
Community assets: Refers to common backgrounds and experiences that students bring in.
9. Body of Lesson/
Teaching Strategies and I DO – provides scaffolding, modeling, gives them a sample/example of the expectations.
Learning Task(s) Model activity, think aloud, breaking the skills down in component pieces.
(C9)
1. Go over example problem with students. Say my thought process aloud.
Be sure to include:
How will students learn WE DO – Providing prompting, work with students on assignment, guided practice, feedback to
and use academic fix mistakes
language?
2. With the next problem, prompt the students for what to write/draw next until its
completed.
Three higher order
thinking questions. YOU DO – students work on their own assignment, independent thinking and working,

3. Have students complete the rest independently.

Marzano Strategy
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Using tiered instruction (Tomlinson), the
level of complexity, pacing, and materials can be adjusted for others to get a clearer
instruction.

o Gifted / advanced learners: Using compacting curriculum (Tomlinson), alternate

activities can be provided for those that master the content earlier.

Technology: -(GO TO page) Using apps such as Padlet for organization and Annotate for
Comprehension can be utilized to enhance learning. The students can use these apps to display
their knowledge of types of bonds.

Marzano Strategy - (GO TO page) Using cooperative Grouping (Marzano) can be utilized to
help decrease the gap of ability of the students. Groups of 3-4 of heterogenous combinations of
students together for informal and formal settings (warmups vs assignment)

Higher Order Thinking Questions (GO TO page)

1. Why do atoms want to create bonds?
2. How would you compare ionic and covalent bonds?
3. Can you state the definition of valence electrons?

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
Grouping / Partnering Technique: (Hattie) Ability Grouping, split groups up based on
abilities
Potential misconceptions and your plan to address it: Hydrogen is on the left side, but it is a
non-metal. Remind them water is nonmetal and hydrogen is contained in that to remember.
Paper, pencil, laptop, worksheet,
(How might you differentiate materials and resources for learners with various needs?)
Content can be changed to provide students with flexible options to meet their needs. Instead of
paper and pencil with the worksheet, a physical type of assessment can be used if students have
a visual disability. Reading guids, pencil grips, word proccessors, alternate keyboard, text to
speech, apps, voice amplification system.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Have warmup structure in place to get students’ mindsets ready for class and on today’s
objectives
2. If class is getting rowdy before I am about to speak I will put my finger over my mouth and
wait and praise those that quiet down.
3. Before class, I will greet students walking into class to set the tone and expectations of the
day.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Adjust the quantity of activities
2. Adjust the time allowed for tasks
3. Change type of input delivered to the learner
Modification(s)- (A change in what is being taught or what is expected from the student):
1. The quantity of examples on the worksheet would be reduced to allow for a separate activity
over the same material.
2. The time for specific activities would be increased or decreased based on the learner’s
attention span or time needed to understand
3. Visual aid and hands on activies of the same material would be provided for a different input
for the learner
Strategies for ELLs (strategies that support language acquisition)
1. Stay attuned to the English language proficiency levels of students
2. Establish welcoming learning community
3. Using activies not just through English Language, use visuals

4. Incorporate creativity in lessons

5.Communicate with families regularly