Urban Teaching Apprenticeship Program
Secondary Lesson Weekly Planning Template
Apprentice: Anna Hightower
School: Furness High School
Instructional Coach: Shubha Sarode
Monday
(A) Lesson B Day
Topic/Title Intro to Covalent Bonding
(B) Bonding: How can we
Essential gather evidence of
Questions properties of matter at
the atomic scale by
investigating the bulk
scale properties of
substances?
(C) Lesson SWK: covalent bond
Objective definition, nonmetals,
Lewis dot structures
SWU: that nonmetals can
bond to typically satisfy the
Week-at-a-Glance
Tuesday
A Day
Intro to Covalent Bonding
Bonding: How can we
gather evidence of
properties of matter at
the atomic scale by
investigating the bulk
scale properties of
substances?
SWK: covalent bond
definition, nonmetals,
Lewis dot structures
SWU: that nonmetals can
bond to typically satisfy the
Classroom Mentor: Alan Tso
Subject: Sheltered Chemistry
Week of: 2/7-2/11
GOALS
Wednesday Thursday Friday
B Day A Day B Day
Nonpolar and Polar Nonpolar and Polar Formal Charge
Covalent Bonds Covalent Bonds
Bonding: How can we Bonding: How can we Bonding: How can we
gather evidence of gather evidence of gather evidence of
properties of matter at properties of matter at properties of matter at
the atomic scale by the atomic scale by the atomic scale by
investigating the bulk investigating the bulk investigating the bulk
scale properties of scale properties of scale properties of
substances? substances? substances?
SWK: nonpolar covalent SWK: nonpolar covalent SWK: formal charge,
bonds, polar covalent bonds, polar covalent positive, negative,
bonds, electronegativity, bonds, electronegativity, unshared and shared
dipole, partial dipole, partial electron pairs, valence
positive/negative positive/negative electrons
 octet rule octet rule SWU: that depending on SWU: that depending on SWU: how to find the
SWBAT: work in pairs SWBAT: work in pairs the difference of the difference of formal charge of a
determine which examples determine which examples electronegativity, the electronegativity, the covalent compound based
are covalent bonds as well are covalent bonds as well electrons are shared either electrons are shared either on shared and unshared
their dot structures their dot structures equally or unequally equally or unequally electron pairs
SWBAT: work in pairs to SWBAT: work in pairs to SWBAT: work in pairs to
determine which examples determine which examples calculate the formal charge
of polar covalent bonds of polar covalent bonds of a covalent bond
and which are nonpolar and which are nonpolar
covalent bonds covalent bonds

(D) NGSS HS-PS1-3 Plan and HS-PS1-3 Plan and HS-PS1-3 Plan and HS-PS1-3 Plan and HS-PS1-3 Plan and
Standards conduct an investigation conduct an investigation conduct an investigation conduct an investigation conduct an investigation
DCI, SEP, to gather evidence to to gather evidence to to gather evidence to to gather evidence to to gather evidence to
CCC compare the structure of compare the structure of compare the structure of compare the structure of compare the structure of
substances at the bulk substances at the bulk substances at the bulk substances at the bulk substances at the bulk
scale to infer the scale to infer the scale to infer the scale to infer the scale to infer the
strength of electrical strength of electrical strength of electrical strength of electrical strength of electrical
forces between forces between forces between forces between forces between
particles. particles. particles. particles. particles.

(E) Lesson Do now - Check in- soccer ● Do now: Check in- ● Do now: review on ● Do now: review on ● Do now:
Steps (make blob soccer blob electronegativity- electronegativity- ● Explore: in paris,
sure this ● Explore: drawing dot which atom is which atom is determomomg
meets CM’s/ Explore: drawing dot structures for covalent more more formal charges
school’s structures for covalent bonds in pairs electronegative electronegative and how they are
expectations)
bonds in pairs ● Explain: Class ● Explore: in pairs, ● Explore: in pairs, calculated
discussion on covalent determining which determining which ● Explain: class
Explain: bonding compared to compound is compound is discussion on what
Class discussion on ionic bonding nonpolar vs polar nonpolar vs polar formal charge is
covalent bonding ● Exit ticket: practice covalent bond covalent bond ● Exit ticket: what is
compared to ionic bonding examples on drawing ● Explain: Class ● Explain: Class the formal charge
dot structures for discussion on discussion on of example of
Exit ticket: practice covalent bonds nonpolar and polar nonpolar and polar covalent bond
examples on drawing dot bonds bonds
structures for covalent ● Exit ticket: practice ● Exit ticket: practice
bonds problem on problem on
choosing nonpolar choosing nonpolar
or polar covalent or polar covalent
bond bond
Add extra rows to this chart if your school requires additional weekly elements to be reported.

Monday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

5 min: - Write do now on the board- - Students will write what blob they - Bonding
Do Now check in are feeling - Start on slide 39
- Pick a number blob of what you - When they pick, turn to a
feel and discuss with partner partner and share
- Bring class together with bell

7 min: - Hand out worksheet for students - Students will watch video and work - Bonding
Covalent to fill in while watching video independently on worksheet - Slide 40-41
Bond Video - Show video on Covalent - Answer as a class any follow up - Covalent Bond Video Worksheet
and Bonding questions as review
Worksheet - During video, pause for
follow up questions
- Which group for
noble gases
- Where do you
notice the
electrons
- How many
valence electrons
do each atom
have
- Stop video at 2 min- let students
do last 2 questions without video
- “This time is for
independent work- there
needs to be quiet”

5 min: - Use whiteboards to review - Students work in pairs - Bonding

Review the answers from worksheet - Students will write on whiteboards - Slide 40-41
Worksheet - Work in pairs for white the answers from the worksheet - Covalent Bond Video Worksheet
as Class boards - They will hold up boards to
- 30 sec to write each check when prompted
question - use timer - Will switch writers for each
- “Hold up on 3” answer
- “Swtich writers”
- Have pairs explain any
misunderstandings if
needed

3 min: - Provide definition for students to - Students will copy the definition of - Bonding
Covalent copy down of Covalent Bonds- covalent bonding in their notes - Slide 42
Bonding bolded words and visuals
Notes - Explain picture

8 min: Ionic - Set timer for 10 minutes for - Students will work to answer which - Bonding
vs Covalent students to work on which compound is covalent and which is - Slide 43
Check-in compound is ionic and which is ionic
question covalent- have students explain - Students will identify then
why write an explanation for
- If done, explain to others each
- Pull back together to
review

5 min: - Draw on smartboard examples - Students will copy practice in notes - Bonding
Explanation of covalent bonds - Guide teacher by - Slide 44
of Drawing - Explain steps while answering review questions
Covalent drawing- draw valence
first, satisfy octet rule,
line= pair of electrons

5 min: - Provide the general rules for - Students will copy down 5 general - Bonding
General covalent bonding on the board- rules for covalent bonding - Slide 45
Rules for students will copy down
Covalent
Bonding
 30 min: - Give students 6 examples to - Students will work in paris to work - Bonding
Practice work on and draw dot structures on 6 examples with white boards - Slide 46
Drawing Dot - Will go one by one - Ask others for help if
Strctures - partner work with white needed
boards- explain to others - Discuss with partner to
if needed decide on answer
- Give 2 minutes on timer
for each
- When raise boards,
check for understanding
Make sure to label elements your school expects for the daily plan. For instance, some schools expect “Before,” “During,” “After,” and “Homework
Assigned” to be listed every day.

Tuesday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

Make sure to label elements your school expects for the daily plan. For instance, some schools expect “Before,” “During,” “After,” and “Homework
Assigned” to be listed every day.

Wednesday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

Make sure to label elements your school expects for the daily plan. For instance, some schools expect “Before,” “During,” “After,” and “Homework
Assigned” to be listed every day.

Thursday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

Make sure to label elements your school expects for the daily plan. For instance, some schools expect “Before,” “During,” “After,” and “Homework
Assigned” to be listed every day.

Friday
LEARNING PLAN

Time Teacher Actions Student Actions Resources

Make sure to label elements your school expects for the daily plan. For instance, some schools expect “Before,” “During,” “After,” and “Homework
Assigned” to be listed every day.