Differentiated Lesson Planning

Using the resources provided in this week’s lesson, identify a content and ela standard. Write a
content language objective reflecting both the content and how students will learn the material.
Then identify the reading process and strategy you would use for each component of a BDA
lesson.

Content Standard: HS.L2U3.18 Obtain, evaluate, and communicate about the positive and 
negative ethical, social, economic, and political implications of human activity on the 
biodiversity of an ecosystem.

ELA Standard: (9 10.RST.7)

Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.

Content Language Objective

(what will they learn and how will they demonstrate their understanding)
Students will evaluate different texts to determine how human activity affects biodiversity and
they will develop a semantic map to demonstrate new, acquired knowledge.

Using the BDA framework, identify the reading process you would focus on before, during, and
after a lesson. Then select an appropriate strategy for each process.
Part of the Lesson Reading Process Strategy to Support Process

Before Activate prior knowledge Students will engage in a

table talk to share previous
knowledge about the topic
being covered. This will also
help with setting the purpose
for reading.

During Read and engage with the Say something: Because

text. science text contains a lot of
information, we want to
incorporate stopping points to
ensure that students are
really taking a moment to
think about what they are
reading and then getting to
discuss their thoughts about
it.

/
After Summarize and synthesize Semantic map: Students will
information. piece together the information
they read about to see the
relationships that exist
between factors affecting an
ecosystem’s stability.