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
English:
● 6.W.3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well‐structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another. d. Use precise words and
phrases, relevant descriptive details, and sensory language to convey experiences
and events.
e. Provide a conclusion that follows from the narrated experiences or events.
Math:
A1.F-IF.C.7

● Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.

6.EE.C.9

● Use variables to represent two quantities that change in relationship to one another to solve
mathematical problems and problems in real-world context. Write an equation to express one
quantity (the dependent variable) in terms of the other quantity (the independent variable).
Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation.

ELA Standard

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are
defined in standards 1–3 above. (6.W.4)

a. Produce clear and coherent functional writing (e.g., formal letters, recipes, experiments,
notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps,
captions) in which the development and organization are appropriate to the task, purpose,
and audience. (AZ.6.W.4)

Content Language Objective

(what will they learn and how will they demonstrate their understanding)
English:
Students will be able to apply their knowledge of the writing process to a peer editing
session in which they provide at least two peers with valid feedback.
Math:
By the end of the lesson, students will be able to describe and create the procedure
for constructing a line graph from a given set of data with 80% accuracy.

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 Preactive Phase Building Vocabulary

Activate Prior Knowledge

During Interactive Phase Monitor their Comprehension

After Reflective phase Respond personally to the

text