Lesson Plan Tutorials (For Canvas)

Standard(s)

Learning Objective

Essential Question

Bell-Ringer/Warm-Up

Direct Instruction

Guided Practice

Independent Practice

Closing/Exit Ticket

Notes

Virginia Standards of Learning for Chemistry: Chemistry Standard 4.1: Understand the arrangement of electrons in atoms. Explain how electrons are distributed in energy levels and sublevels within atoms, and how valence electrons influence chemical behavior

I can . . . Describe the orbitals in an atom and the location of valence electrons. Describe the information given by the electron configuration of an element.

How are electrons arranged in an atom? How do valence electrons influence chemical behavior?

Write one sentence in the chat or draw an image in Nearpod to represent how you think electrons are arranged within an atom. (Make sure to also keep your answer handy to review at the end.) L3.1 Slides 7 + 8 (course link).

L3.1 Electron ConfigurationsLinks to an external site. Slides 9 to 31 Checks for understanding include. Questions in slideshow Hashtag summary activities Student-generated questioning "This reminds me of"... make connections to prior knowledge Draw-it practice

Slide 32 - Electron Configuration Notation Practice - watch video for assistance (External Link to video)Links to an external site.

Q3.1: Electron Arrangement in Atoms Quiz (Due Date- Next Friday)

Reflect on your answer to the bell ringer. Were you right? Or wrong? Explain the changes and growth in your learning. Self Assessment- From 0-5, assess your mastery of today's learning objective, what questions do you still have?

Differentiation for ELL's and reading assistance: Students can watch the optional video at .5 speed with closed captions turned on for guided practice (External Link to video)Links to an external site. For Added rigor, students work with Excited States and Ions, writing electron configurations for excited states and common ions.

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Framework

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Instruction

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Notes

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Framework

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Instruction

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Notes

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Student Practice

Because many students may not have reliable access to internet-enabled devices at home, Proximity Learning teachers should provided ample class time for students to engage with practice activities and assignments. - Tip: Write assignment names exactly as they appear in the modules page of your course to limit confusion among students and facilitators. Click the following link to access and bookmark the Curriculum Hyperdoc with hyperlinks to PLI's various curriculum resources organized by course. Try using these templates for student engagement activities!

Access a vast collection of Engagement Resources for PLI Teachers linked here .

Lesson Notes

Lesson Notes can be added to your lesson plans to provide important reminders to students, facilitators and other stakeholders You may wish to add certain notes and links to the "Notes" section of your lesson plan template including:

• Reminders for students on what to do if they miss a class.
• Reminders to students about where they can find important class materials like assignments, direct instruction materials, or class recordings.

You may also use the notes section to detail the differentiation strategies you will use to accommodate for students with different needs in your class. Important Reminder: Lesson Plans are public documents, please avoid sharing student names or other identifying student information in keeping with FERPA law. Check out the following resources for tips on using AI to differentiate student assignments

Academic Standards (District-Facing Language)

• You can copy-paste lesson standards here from a standards website or PDF document. Note that this should be the specific standard covered with this lesson.
• There is no need for you to retype the whole standard.
• AI tools like Microsoft Copilot, Eduaide and Magic School can help you find standards for your lesson.
• Try prompting an AI platform with the following text.
• "If I’m writing a lesson plan in [State] on the topic of [Specific topic], what state standards am I meeting?"
• Use this link to view the academic standards for your state.

When to Post? Lesson plans are expected to be posted on Fridays by 5pm Central time. 1st week Best Practice If you are taking a class on short notice, do your best to post something. A short lesson plan is better than none. It can be revised later.

Objectives and EQs (Student-friendly language)

Best Practices for Objectives and Essential Questions

• Use student-friendly language when writting EQs and Learning Objectives.
• Many schools request that teachers limit the number of Essential Questions and Learining Objectives to 1-2 each per lesson. (Students are less likely to pay attention to longer lists).
• Plan your lesson agenda to frequently reference the EQ's and learning objectives for your lesson. Give students opportunities to reflect on essential questions and self-assess their understanding of learning objectives.

Check the modules of your Canvas course

• The lesson presentations included in your Canvas modules typicaly list lesson objectives and essential questions.
• You can copy-paste these objectives and essential questions into your lesson plan ,

You can enhance EQs and write new objectives

• Consider using AI tools like:
• Chat GTP
• Microsoft Copilot
• Eduaide
• Magic School

Lesson Closers: Exit Tickets

• Exit tickets are essential for effectively framing your lesson and emphasizing key takeaways.
• Exit tickets provide a crucial way to end class, allowing students to reflect on essential questions, learning objectives, and other important points.
• Exit tickets can also prompt students to self-assess their mastery of the material or reflect upon their behavior and learning habits during class.
• You can use the interactive student checklist located under "student resources" in all PLI Canvas Courses to facilitate student self-assessment.

Click here to view more templates for Exit Tickets

Important Reminder About Links

Ensure to follow the correct order of operations when adding links to a lesson plan you intend to copy to other Canvas Courses.

Watch Video Tutorial Here

Important Links to Include

• Graded Assignments should be linked so students can quickly access important coursework.
• Direct Instruction Materials can be linked to help students review key concepts from the day's instruction.
• You may also wish to link to enrichment materials or important course resources.

Bell Ringers

Bell Ringers are an essential part of any lesson for the following reasons:

1. Set the Tone: Begin class with a warm-up to help students focus on the essential questions or learning objectives. This prepares them to engage with key topics.
2. Give a Warm Welcome: Use open-ended, low-rigor bell ringers to help students feel successful and engaged from the start.
3. Allow for a Flexible Start: Dedicate the first 5-7 minutes to an open-ended warm-up or discussion. This provides a soft landing for students who join a few minutes late, ensuring they don't miss core instruction or new material.

Click here to view some effective stratageies and templates for bellwork.

Direct Instruction

Direct instruction can come in many forms but should always be engaging for students. PLI teachers should limit passive lecture time during classes and instead break up lecture with hands-on activities to check for student understanding.

Best Practices for Engaging Instruction

• Use the 5 minute rule. Try to implement student engagement every 5 minutes during class. Use 5 minute rule resource linked here for engagement strategies
• Videos longer than 10 minutes must be approved by your TLS and should be accompanied by thoughtful opportunities for student engagement.
• Lesson Plans can link to direct instruction materials for students and stakeholders to review anytime.

Click for tutorial on adding links to the rich text editor