Jennifer Nguyen

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 chosen strategy and outline how the students would benefit from your use of
each component of a BDA lesson.

Content Standard: RFR.AF.3 Interpret key features of graphs and tables for a function that
models a relationship between two quantities in terms of the quantities.

ELA Standard: 11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more
texts treat similar themes or topics.
Content Language Objective: (A,B,C,D)
(what will they learn and how will they demonstrate their understanding)

Students will be able to compare the similarities between two real-world word problems and
their related set of graphs and tables for two functions that model a relationship between two
quantities by analyzing and interpreting the key features.

Using the BDA framework, identify the reading strategy you would focus on before, during, and
after a lesson. Then justify the benefit of your choices.
Part of the Lesson Chosen Strategy How Will Students Benefit?

Before Think-Pair-Share: Students Before students are

will be given a warm-up
asking about what they might
already know about the
concepts being taught or
initial reactions. Some may
share they are familiar with
the ideas, others may be
frightened. When shared with
the instructure, they can
adjust the detail and timing of
certain aspects of the lesson.
introduced to the new
content, discussing what they
may already know, what they
believe the lesson will consist
of, and overall how they feel
about the topics will give the
instructor the student’s
current level of
understanding. The instructor
is able to take this information
and adjust the lesson to best
meet their needs. Students
are also able to interact and
conversate with their
partners, comparing their
thoughts and opinions while
getting to know one another.
They may hear different
thoughts and outlooks of how
their peers view this topic.

During Jot Charting: When students When students are creating a

are working with one another chart, they are engaging with
Jennifer Nguyen
to create this chart, they are
first analyzing the two given
word problems of each
function, listing any
relationship they see between
the two using the graphs and
tables.This allows them to
break each problem down
and to look into the visual
representations for
similarities or patterns within
the quantities.
After Journal Responses: As a
lesson wrap-up, students will
write in their interactive
notebooks a reflection about
how they think the lesson
went along with their
reactions, findings, and
connections. They may share
out loud to their partners,
class, or leave it to be read
by only the instructor.
the content taught throughout
the lesson. They are then
sorting and jotting the main
ideas (similarities) and
important thoughts they
gained through a graphic
organizer. By arranging the
information given to them,
they are analyzing and
categorizing each concept
which helps them develop a
deeper understanding of the
concepts. They can also list
questions and things that
connect them with the
content. Also, after filling this
out they are discussing their
findings with their peers and
class, emphasizing the
relationships between the
data from the students’
findings.
After the lesson is taught and
students are able to
collaborate with their peers,
it’s time for them to reflect
about their findings. This
strategy allows them to
independently share how
they are feeling about the
lesson, to share something
new they learned, what stuck
with them, or something that
confused them. It helps them
pour their thoughts and
findings into a safe space the
teacher is able to read and
provide feedback. Students
are also encouraged to share
their wonderings, reactions,
and connections with others.