SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Ali Saad 893506329 Chemistry
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Atomic and Molecular
Honors Chemistry Periodic Trend 10th Grade 57 minutes
Structure
CLASS DESCRIPTION (including specific special needs and language proficiencies)
The class is an honors chemistry class consisting of 40 students, of whom 3 students are EL learners, and 2 special needs students (autism). The EL
learners are generally seated next to other students that speak their native language, and the special needs students are seated next to students
that greatly understand the subject, so they can help them during group work.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
Students will do practice problems
HS-PS1.1 – Use the periodic table as a model to predict the relative with their peers. This consists of
properties of elements based on the patterns of electrons in the Students will determine periodic working with the partner sitting
outermost energy level of atoms. trends of electronegativity, next to them, and occasionally,
electropositivity, and reactivity, as working in groups of 4, interacting
PS1.A: Structure and Properties of Matter – The periodic table orders well as understand why these and engaging with each other to
elements horizontally by the number of protons in the atom’s nucleus trends occur. reach a solution to the given
and places those with similar chemical properties in columns. practice problems.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Properties
Metals/Metalliods/ Nonmetals
Periodic Trends
Valence Electrons
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD.P1.9-10.A.1.Em – Engage in conversational exchanges and
express ideas on familiar current events and academic topics by asking
and answering yes – no questions and wh- questions and responding
using phrases and short sentences.
ELD.P1.9-10.A.1.Ex – Contribute to class, group, and partner The use of visual aids, such as a
discussions, sustaining conversation on a variety of age and grade- Students will write down the colored diagram of the periodic
appropriate academic topics by following turn-taking rules, asking and periodic trends that occur on the table to indicate the trends on the
answering relevant, on-topic questions, affirming others, providing periodic table, and be able to periodic table is extremely useful
additional, relevant information, and paraphrasing key ideas. explain why it occurs. for ELL as it helps them visualize
where the trends occur.
ELD.P1.9-10.C.10.Ex – Write longer literary and information texts
collaboratively and independently by using appropriate text organization
and growing understanding of register.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
Autism: 2 students that have been diagnosed with autism are currently According the their IEP forms, these students are required to engage in
in the honors chemistry course. They tend to shy away from engaging in at least one activity that involves them speaking in class or engaging
collaborative work when the class is having a discussion or when there with their peers to better form their social skills. Since the class is
is active note taking with the teacher. heavily peer engaged, nearly every single day, these students are taking
and engaging with their partners.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Students will use their Students will raise their hand The teacher will respond by
The teacher will understand
background knowledge of the and engage with the teacher giving feedback to the
the level of the students’
lesson, as we have been going by proving evidence or student’s answers. Then, the
EL previous knowledge and make
over periodic trends for the example of what they think is teacher will go on to explain
a decision of how much time is
last week, to understand the the answer is to a certain the answer and begin teaching
needed to be spent on this
new periodic trends that that question. For instance, to rejog the new subject.
 are going to learn in this their memory, we might ask, if lesson, and how much practice
lesson. we go down the periodic table, problems need to be given.
does atomic radius increase or
decrease?
Active notetaking allows the
The majority of the class students to be engaged in the
period will be spent learning subject currently being taught,
the new lesson, while building rather than just sitting in a Time is usually given during
This informs the teacher about
upon prior knowledge that was chair copying words from a note taking, or after, to work
which students are
taught in the previous week. PowerPoint slide. Having on practice problems so the
understanding the topic, and
PM Methods of active note taking students give their opinions students can further
which students are still
include the teacher using the and answering questions to understand the
struggling because they remain
camera projector and practice problems is a good implementation of the lesson
silent.
PowerPoint presentation to way to make the class more that is being taught.
guide the students throughout entertaining and engaging for
the lesson. all students, especially EL and
special needs kids.
Students are given time This will help enforce the
towards the end of the class to knowledge and new content
S
work on extra sample that is learned that day in the
problems. students’ heads.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
The first portion of the class, the teacher goes over the previous
material that was learned in the previous day for a brief minute, Students will work on the sample problem with the partner that is
just to refresh the memories of the students. A sample problem seated next to them. After a couple of minutes, they will discuss
may be given on the overhead projector for students to work on. their answers with their peers and explain to each other why they
10 min If not, the teacher might ask questions that will call upon the got the answers that they did, and how they did the problem. If
students’ prior knowledge to help them with this lesson. The no sample problem is given, then the students will discuss the
teacher will also go over the main objectives for today’s lesson. answer to the question that the teacher just asked them.

Lesson Body Lesso

Time Teacher Does Student Does
The teacher will use the overhead projector to go over the lecture
and notes with the students, using their background knowledge
Students will recall on their prior knowledge of what they know
and what they know about atoms and molecules and periodic
about periodic trends from the previous lessons, and how they
trends from the previous lessons to help drive the lecture. The
can apply it to the new concepts they are learning. They are to
teacher will then walk around and assess the students
discuss with their peers the questions that the teacher asks them,
understanding of this question by monitoring how well they are
40 min and to use evidence and reasoning to come with a logical answer.
talking to their peers and trying to explain and understand by
Students will also work together on the practice problems
conversing with each other. After the discussion, students were
assigned the week before, cooperative and discussing together to
assigned practice problems last week that they will work on in
find the solutions.
groups of 2 or 4, discussing and cooperating with one another to
reach a conclusion.

Lesson Closure Lesso

Time Teacher Does Student Does
Towards the end of the class, the teacher will remind the
students of what is due the following day, how to prepare for the Students will note down the activities that are to be completed by
5 min
next lesson, and any upcoming exams that they need to prepare the next day, so the students can come prepared to class.
for.
Instructional Materials, Equipment, and Multimedia
PowerPoint
Overhead projector

Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES