Direct Instruction Lesson Plan Template

Teachers: Daniela Balderas Subject: Chemistry

Common Core State Standards:

III.A.3.b Write and balance chemical equations, given the names of reactants and products.
Objective (Explicit):
• Explain what constitutes a chemical reaction, and the indicators for a chemical reaction.
• Understand how to balance a chemical equation
• Know the different types of chemical reactions.
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.

Key vocabulary: Materials:

• chemical equation • Whiteboard

• coefficient
• word equation
• formula equation
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?
(Less than 5 minutes)

• State the objective for the lesson, and standards being covered.
• Start by asking students the following questions:
1) What happens when wood burns in fire?
2) When iron rusts?
3) When you mix vinegar and baking soda?
• After giving students time to think about these questions, state that all of these are types of
chemical reactions.

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?
Instructional Input

 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?
(About 15 minutes) • Listen to lesson, take notes, and ask
questions when appropriate.
• Introduce the basic definition of a
chemical reaction: when the atoms in
1
 two or more chemical substances
interact to make new substances.

• Talk about the indicators for a

chemical reaction:

1) Energy Release
2) Gas Formation
3) Precipitate Formation
4) Color Change

• Explain how to balance a chemical

equation.

Step 1: Write the word equation from

information given.

Step 2: Replace each compound’s name

with chemical formula.

Step 3: Indicate the state each compound

is in.

Step 4: Balance the equation by adding

coefficients. Explain to students what a
coefficient is.

• Explain the types of chemical

reactions:

1) Synthesis reactions
2) Decomposition reactions
3) Single-displacement reactions
4) Double-displacement reactions
5) Combustion reactions

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

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

2
 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?
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?

• Go over 2-3 sample problems on • Follow along as the sample problems are
balancing chemical equations. Make explained and ask questions when
Guided Practice

sure to state what type of reaction is appropriate.

taking place.
Examples:

1) Combustion of Methane

2) Acid-base reaction

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

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
Independent Practice

could facilitate the practice?
• Walk around and help individual
students that having a hard time
completing the worksheet.
• Supervise that students are on task.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
learning?
 How are you supporting students giving feedback to one
another?
• Work on worksheet provided by Mr. Kelly
and ask me questions if they are having
trouble with any of the problems.

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