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: TH.RE.8.HS1c Justify personal aesthetics, preferences, and beliefs through
participation in and observation of a theatrical work.

HS.SP1.3 Evaluate the significance of past events as they relate to their own lives and the world.

ELA Standard:
9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

Content Language Objective

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

Students will be able to analyze and critique a piece of theatre by writing a two-paragraph
reflection and contributing appropriately to a class discussion.

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 The class will establish The class will engage in a

critique rules/protocol for
viewing theatre.
discussion asking for their
ideas and feedback.
Following this, teachers will
provide a complete written
product of class expectations
readily available for all
students.

During Making inferences, We can provide note

templates that relate to the
protocol and provide a link for
students to rewatch/reread
the source when necessary.

After Constructing meaning via We will create a 15 point

reflection. rubric listing exemplary use of
evidence and expectations of
citations.