Jennifer Valencia, Kathryn Penunuri, Eduardo Gaspar

03 October, 2020
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: 9-10.RI.2​ Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Science: ​Essential HS.L4U1.27 Obtain, evaluate, and communicate ​evidence that

describes how changes in frequency of inherited traits in a population can lead to biological
diversity.

Mathematics:
Interpreting Functions​ A1.F-IF.B.4 : For a function that models a relationship between two
quantities, interpret key features of graphs and tables in terms of the quantities, and sketch
graphs showing key features given a verbal description of the relationship. Include
problem-solving opportunities utilizing real-world context. Key features include: intercepts;
intervals where the function is increasing, decreasing, positive, or negative; relative
maximums and minimums. Focus on linear, quadratic, exponential and piecewise-defined
functions (limited to absolute value and step).

ELA Standard:
Comprehension and Collaboration grade 9:
1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.

Reading Standards for Literacy in Science and Technical Subjects grade 9-10
Assess the extent to which the reasoning and evidence in a text support the author’s claim or
a recommendation for solving a scientific or technical problem. (9-10.RST.8)

Content Language Objective

(what will they learn and how will they demonstrate their understanding)

Students will be able to define key terms related to evolution by creating a visual
representation using key terms provided and uploading them to the hub.
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 Connecting to prior Students will use a KWL to

knowledge activate their background
knowledge and check for
questions they have.

During Reading Guided Reading/viewing:

Students will go on a digital
journey along with their
teacher. The teacher will note
key points to stop and clarify
and questions or make note
of.

After Construct meaning Anchor Chart: as a class,

students will create an anchor
chart for each key term.
Students will compete in a
quizlet live- in order to
complete a voyage.