Differentiated Learning Experience

Name & Student Number: Eliza Juniper 2153253

Curriculum (Learning) Area of Lesson or Learning Task: English
Specific Topic of Lesson or Learning Task: An Examination of the novel ‘Little Red Riding
Hood’
Year Level/s: 3/4

Differentiation Choices
This Unit of Work utilises a differentiated learning RAFT and is designed to address differences in student interest.

Context (about 1 paragraph)

This task will come towards the end of an English unit where students have already
worked with different text types. They will have planned, drafted and published
imaginative, informative and persuasive texts containing key information and details
(ACELY1694). This lesson will give students the chance to showcase whichever of
these skills they are most interested in (whether that be imaginative, descriptive or
persuasive writing) plus also providing a visual option to coincide with a small writing
task for those who have skills in art.

Learning Objectives

As a result of engaging with the differentiated lesson or task, students will:

understand that (Concepts, principles, “big ideas”. Make sure your objectives are
statements that work in the form, Students will understand that…)

Students will understand that the way they write about a topic will allow them to
represent similar storylines, ideas and relationships in a different manner each
time (ACELT1602)

Students will understand how different types of texts vary in use of language choices,
depending on their purpose, intended audience, and context (for example, complexity,
technicality, tense and types of sentences) (ACELA1478 and ACELA1490)
Know (e.g. facts, vocabulary, dates, information)
Students will know the different text types
and the elements that make up each of
them
Be able to (do) (Skills, processes)
Students will be able to plan, draft and publish
imaginative, informative and persuasive texts
containing key information and supporting
details for a widening range of audiences
(ACELY1694)

Essential Questions (These should help students engage with the “big ideas” or understandings)

- How do different styles of writing impact on the way people view the characters, storylines and
themes of texts that they read/hear?

Preassessment of Individual Student Readiness

Describe and refer to appendices as needed. Explain when the preassessment would be administered in relation to
the lesson – e.g., at the end of the previous lesson; structured observations collected over the previous week, etc.
Remember that this should be a preassessment of readiness specifically related to the tiered lesson, and not a
preassessment for the whole unit.

Throughout the unit students’ work on all of the different text types (narratives, recounts,
persuasive essays etc) will be collected and continuously assessed for understanding.

At the beginning of this lesson students will be seated on the ground and a powerpoint with
different examples of text types will be shown (Appendix 1). Students will be asked at random to
specify what type of text is being shown, if they are unsure they are able to ‘ask a friend’ for
help. Teacher should wait the appropriate response time of 3 seconds before supporting the
student and offering them further help.
(5 minutes)
Lesson Plan
Lesson Sequence Explanatory notes

After this activity students will be asked to think

about which type of text they most enjoyed
learning about and writing then publishing a
similar type of text of.
The teacher will then hand out the RAFT
(Appendix 2) and explain how to use it, which
task correlates to which text type and how they
are able to choose their task depending on what
type of text they are most interested in. Allow
time for questions.
(5 minutes)
Specifically explain to students that the
diary is imaginative, the letter is persuasive,
the newspaper report is informative, and the
classified ad is descriptive. This will allow
students to make a completely informed
decision.
For students who are struggling to make a
decision encourage them to just flip a coin

The teacher will then hand out the detailed
description of each task once all students have
decided.
For struggling students or students who require
their work to be broken down into chunks they will
be a checklist to follow throughout the duration of
the lesson (appendix 4).
For students with specific interests an adapted
RAFT task could be created to meet their
interests (appendix 6).
Allow time for students to read through their
detailed RAFT task.
Group students as per what task they are working
on. Encourage students to discuss their initial
ideas and thoughts about the task in a casual
environment.
Before students begin their tasks the teacher will
conduct a quick informal check to ensure that
every student feels confident with their task and
understands what is required of them.
The teacher will move around to the students
who have indicated they are still unsure whilst the
rest of the class begins their work.
For students who complete their work early, there
is an anchor task (appendix 5) that they are able
to complete.
Lesson Closure/ Check for Understanding
to decide.
Grouping students as per what RAFT task
they have chosen creates an opportunity for
students to talk about how they intend to
tackle their task. This supports them to
clarify and prioritise.
As students with AD/HD rely on verbal
planning and written mapping the teacher or
SSO can work with those students to build a
concept map so they can effectively
brainstorm their ideas and gain a better
understanding of their task. They can do
this with a support worker, with the teacher,
or with the group/with a buddy (if the buddy
agrees/will also benefit from it).
A windscreen check could be used as a
quick informal check:
clear- I get it
bugs- I get it for the most part but still have
a few questions
mud- don’t really understand
Chunking assignments and breaking them
down into steps lessens the likelihood of
students feeling overwhelmed and confused
by the task. It also develops the students’
progress in becoming an autonomous
thinker and worker, as they no longer need
to ask the teacher or support worker for help
Creating an adapted RAFT for a student
with different interests (eg. A student with
ASD) increases their level of motivation, and
therefore potential level of achievement.
In their groups each table will be set up with
three cups, green, red and yellow. Students
will have prior knowledge as to what these
cups mean/how to use them. This will allow
the teacher to move around the classroom
in an effective manner, helping those who
need it most first and not disrupting others
around them.
Lesson time: 45 minutes + pre-assessment
How will you know whether students have achieved your lesson objectives?

Students end the class by handing up their completed RAFT activity. Appendix 7 displays the
rubric that will be used to grade each student’s RAFT activity. The rubric is the same for every
student regardless of what activity they chose, therefore the teacher will be able to grade all
students on the same scale and see which students have successfully achieved the lesson’s
objectives and which students are still struggling.
Throughout the lesson the informal check and the coloured cups on the table will serve as an
indicator for which students are still struggling to grasp the concepts.

Resources:
Coloured pencils and textas
Coloured cups
Little Red Riding Hood novel
Hint cards
Computer/laptop with Internet access
Appendix 1: Pre-Assessment

Examples of descriptive texts:

The morning air was crisp and sharp as Sean walked down the road.

The pavement was slippery and cold beneath his feet, like a slimy, wet fish.

Examples of informative texts:

Term 1: your child will be covering simple fractions during weeks 1 to 6.

Make a plan of your picnic lunch you are having with your friends. Write down what food you
will bring, when you are having this picnic and a list of other things you will need to bring.

Examples of instructive texts:

Put all ingredients into a bowl together. Stir until fully mixed.

Go to the end of the road and turn left past the shops on the corner. Keep walking until you come
to a park and then turn right.

Examples of persuasive texts:

SPECIAL OFFER! Buy today! Would you want to miss this SPECIAL offer? Phone NOW…

I really think you need this holiday. You’ve been working very hard lately and are so worn out.
Just think how nice it will be to lie on the beach in the sunshine.

Examples of imaginative texts:

Once upon a time there lived a young girl called Annabelle…

He moved slowly and quietly, like an animal stalking its prey.

Appendix 2: RAFT

Role Audience Format Topic

Big Bad Wolf Self Diary The day I met little Red
Riding Hood

Little Red Riding Big Bad Wolf Letter Please don’t eat my
Hood Grandma!

Big Bad Wolf Future Big Bad Classified Ad WANTED: Big Bad
Wolves Wolf

Reporter on the Newspaper readers Newspaper report Horrific attack by the

scene Big Bad Wolf: Innocent
Grandma and Young
Girl hurt
 Appendix 3: Detailed descriptions of RAFT tasks

For this task you are to write an entry in the Big Bad Wolf’s diary. Remember that this means
you are writing in the voice of the character, so think about which pronoun you should use (ask a
friend if you don’t know before asking the teacher!)

Although you have to follow the storyline and narrate what happened, make sure that you don’t
simply write a factual recount. Write a narrative that includes specific details of the wolf’s day
that the author did not. Remember this is a diary entry, which means that you have to put yourself
in the wolf’s mind-- think, see and experience just as he would have! This means you’ll have to
use descriptive language in this diary entry. Be as imaginative and creative as you like 

For this assignment you will be graded on your ability to write from the perspective of the Big
Bad Wolf, on the format/layout of your diary entry, on the language you use to specifically
describe and narrate the events of that day and your detail and attention to spelling and
punctuation.

For this task you are to write a letter from Little Red Riding Hood to the Big Bad Wolf pleading
him not to eat her Grandma. How are you going to persuade (convince) the Big Bad Wolf not to
eat Grandma? You’ll have to use persuasive language in this letter and create a good argument as
to why he shouldn’t.
Remember to write it in the correct format of a letter!

For this assignment you will be graded on your ability to write from the perspective of Little Red
Riding Hood, on the format/layout of your letter, on the language you use to convince and
persuade the Big Bad Wolf and your detail and attention to spelling and punctuation.
For this task you are to write a Classified Ad addressed to all of the Future Big Bad Wolves in the
world! You will have to write from the perspective of the current Big Bad Wolf and discuss what
you want in your new wolf. This means that you’ll have to give details of what you want in your new
wolf. Use your best describing words to tell readers of the newspaper what you’re looking for-
height, appearance, voice… what else can you think of?

With this task you will also draw an image of your ideal Big Bad Wolf that matches the description
in your Classified Ad. Make sure your draw your wolf with big bold colours so he stands out!

For this assignment you will be graded on your ability to write from the perspective of the Big Bad
Wolf, on the format/layout of your Classified Ad, how you meet the purpose of the Ad, on the
language you use to describe what type of wolf you want and your detail and attention to spelling
and punctuation.

For this task you are to write a Newspaper Report on the attack that occurred between Red Riding
Hood, Grandma and the Big Bad Wolf. Because you are a news reporter this means that you have to
write factually and give a precise and detailed recount of the events as they occurred in a short,
specific manner.
Remember that the focus of this Newspaper Report is to give the facts as you know it, not to try and
argue one side of the story or persuade the readers.

Want to get more creative? Put your article into the template of a newspaper online!
https://newspaper.jaguarpaw.co.uk/

For this assignment you will be graded on your ability to write from the perspective of a News
Reporter, on the format/layout of your newspaper article, how you meet the purpose of the article by
using language that simply recounts the facts, and your detail and attention to spelling and
punctuation.
 Appendix 4: Checklist Example

Checklist- Classified Ad:

Format/Language:
 Big, clear ‘WANTED’ sign
 Title below specifies what you are looking for
 Descriptive language for ad (eg. Sharp, glistening teeth or thick, ragged hair as black as coal)
Clear, precise descriptions of:
 What might your ideal wolf look like?
 What might your ideal wolf sound like?
 What might your ideal wolf say? Hint: you could put this in a speech bubble on your drawing
 What does your ideal wolf wear?
Drawing of Wolf:
 Bright and colourful
 Matches description of your ideal wolf

Appendix 5: Anchor Task

Create a different ending to the story Little Red Riding Hood. You can write, draw or even
film your ending—or if you have another idea, ask the teacher about it.

Be as creative and as individual as you like!

Appendix 6: Alternative RAFT.

Cinderella Role Audience Format Topic

Prince Loyal Subjects Classified Ad WANTED: The

Perfect Princess
 Appendix 7: Marking Rubric

Marking Rubric 1 2 3

Evidence of Student’s work Student’s work Student’s work

thinking from a clearly reflects the sometimes reflects shows an attempt at
different perspective of perspective of reflecting
perspective (Role) selected character selected character perspective of
and show evidence and shows some selected character;
of imaginative and evidence of however there is little
critical thinking. imaginative and evidence of
critical thinking. imaginative or critical
thinking.

Audience and The intended The intended The intended

Topic audience and topic is audience and topic is audience and topic is
clear and concise somewhat unclear vague

Format Student’s work is Student’s work is Student’s work is

clearly written and sometimes written written in the correct
published in the and published in the format and layout,
correct layout; correct format and yet does not
sentence structure, layout, yet loses its maintain fluency
language, purpose & way during; throughout; sentence
intent are all sentence structure, structure, language,
appropriate for the language, purpose & purpose & intent
format intent are all scarcely appropriate
frequently but not for the format
always appropriate
for the format

Mechanics No errors in spelling, Only minor errors in Serious errors in

punctuation, or spelling, punctuation, spelling, punctuation,
sentence structure. or sentence and sentence
structure. structure; errors
often interfere with
meaning.

Detail in writing Student’s work has Student’s work Student’s work

an appropriate focuses on content includes only
details and show only; details may be random details and
variety and clarity. repeated or missing. lack clarity and
focus.

Optional: Visual aid Detail, effort and Detail, effort and There appears to be
with task thought is clearly thought is minimal no apparent detail,
visible effort or thought put
in
Appendix 8: Rescue Card

Tooney, Sharon. (2014) Imaginative Texts. Newcastle Early Career Teachers

Explanation:

This RAFT task was designed to address differentiation by interest. Students were encouraged to think about what
literary text type interested them the most and were then allowed to choose from the RAFT. This choice is important in
increasing motivation and students’ persistence and willingness to complete the task. It also allows for students to
bring more prior knowledge into the task, for instance if a student loves to read then an imaginative literary task allows
them to bring their increased knowledge of how to write a story, descriptive and imaginative language, character
perspective and most importantly, their vivid imagination and love to read/write into their work. The lesson has been
well-structured to ensure that students with learning difficulties or social-emotional/behavioural difficulties find learning
easier. This lesson begins with a review of what has been learned, discusses the task and the goals for the lesson,
given time to ask questions, grouped according to tasks to allow for discussion and brainstorming, and then given
further opportunity throughout the lesson to ask for help and be given feedback (Mercer, K.Louise).

For this lesson multiple strategies to support a differentiated classroom were utilised. Students were given different
coloured cups on their table to support group work and to allow for better management of the classroom and all
students were aware of the hint cards that are kept at the front of the classroom. These hint cards, such as the
example shown in appendix 8 remind students what each literacy text is, what the elements of it are and provide
examples (Jarvis, Jane).For students who are struggling, for those who have a lower readiness level or for students
with a learning difficulty, there are methods used throughout this lesson that can help them. One of these methods is
a checklist (appendix 4) which can be used to help students break their work down into manageable chunks and to
serve as a reminder of the elements and criteria that they have to follow. A checklist also helps encourage students to
form their own autonomous responsibility for their work and to limit how much they rely on the teacher or SSO to
guide them through the task (Jarvis, Jane).

An anchor task (appendix 5) that enriches students’ understanding of the key content and encourages them to create
their own imaginative text can be given to students who finish early. This task requires students to think creatively,
write from an outside perspective different from what they were using for their RAFT and is a fun, high-interest task
that students can display in a variety of forms (eg. Writing, film or visuals) to support different interests (Jarvis, Jane).
Some of the learning activities were adapted to meet the needs of students with learning difficulties whilst still meeting
the key component of the lesson. Visual supports coincide with each option on the RAFT, a checklist to break down
the tasks can be included, a concept map is encouraged for those struggling to begin, and there are options for
students to use visual arts and technology throughout their activity; for instance drawing the wolf and designing a
newspaper for the article (Mercer, K.Louise). If a student with autism has a specific interest and is not motivated to
complete any of the given tasks on the RAFT then a different book or topic correlating to the interests of that student
can be included in a similar, but slightly edited version of the RAFT (appendix 6).

References
Le Messurier, M. (2010). Inspiration to improve concentration and task completion. In Teaching tough kids: simple and
proven strategies for student success (pp. 57-77). London: Routledge.

Jarvis, Jane. (2017). Ongoing assessment to inform differentiation; Assessment in a differentiated classroom. Online,
Flinders University.

Jarvis, Jane. (2017). Leading and Managing a Differentiated Classroom. Online, Flinders University.

William, D. (2011). Eliciting evidence of student achievement, in D. William, Embedded formative assessment (71-
105). Bloomington, IN: Solution Tree Press.

Tooney, Sharon. (2014) Imaginative Texts. Newcastle Early Career Teachers

Mercer, K. L. (2010). Supporting students with learning difficulties. Chapter 7 in D. Tangen, T. Sedgley, A. Mergler, D.
Band, E. Curtis, R. Spooner-Lane, & L. Mercer, Engaging Diverse Learners (2nd ed). Pearson Originals. (ISBN 978 1
4425 2736 2).
Jarvis, Jane. (2017). Differentiating in response to different interests and learning profile preferences. Online, Flinders
University.

Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse classrooms. In C. A. Tomlinson, &
J. McTighe, Integrating differentiated instruction & understanding by design (pp.59-82). Heatherton, Vic.; Hawker
Brownlow Education.