Differentiated Lesson Planning

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
Identify zeros of polynomials when suitable factorizations are available and use the zeros to
construct a rough graph of the function defined by the polynomial.
Focus on quadratic and cubic polynomials in which linear and quadratic factors are available.

ELA Standard
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment

Content Language Objective

(what will they learn and how will they demonstrate their understanding)
Students will draw an image based on their understanding of interception.

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 Show students what the Have students make

graph of a quadratic and a
cubic look like. Have students
explore the relation of the
graph to the equation.
connections to lines and
intercepts of lines versus
intercepts (zeros) of the
graphs. Have students infer
on how they can find the
zeros on a quadratic and
cubic graph.

During Have students try to find Students must use the

zeros given a graph.
information from the previous
step to find the zeros on a
graph by reading into the
information that they are
provided.

After Have students create a graph Have students reflect on what

given two-three zeros. Are they learned and what they
there multiple options? How need to do so that they can
do you know the graph would find the correct answer.
look this way?