Scribd
Upload
40 views

Differentiated Lesson Planning

The document provides an example of a differentiated lesson plan using the Backwards Design Approach (BDA) framework. It includes a content standard about human impacts on biodiversity and an English Language Arts standard about translating quantitative information. The content language objective states that students will evaluate texts to determine human impacts on biodiversity and demonstrate their understanding through a semantic map. The BDA framework identifies activating prior knowledge before reading, engaging with the text during reading using a "Say Something" strategy, and synthesizing information after reading using a semantic map.

Uploaded by

api-489345885
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
40 views

Differentiated Lesson Planning

The document provides an example of a differentiated lesson plan using the Backwards Design Approach (BDA) framework. It includes a content standard about human impacts on biodiversity and an English Language Arts standard about translating quantitative information. The content language objective states that students will evaluate texts to determine human impacts on biodiversity and demonstrate their understanding through a semantic map. The BDA framework identifies activating prior knowledge before reading, engaging with the text during reading using a "Say Something" strategy, and synthesizing information after reading using a semantic map.

Uploaded by

api-489345885
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

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.

You might also like