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:
(9-10.RL.1) Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text

ELA Standard:(Reading/Writing element you are covering)

(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.

Content Language Objective: (A,B,C,D)

(what will they learn and how will they demonstrate their understanding)
By the end of the Shakespeare Hamlet module, students will be able to identify and analyze a
main theme from the play and produce a creative one-pager, scoring an 80 out of 100 on the
rubric.

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 Set the purpose for reading
(i.e., for enjoyment, to locate
main ideas, to gather info on
a topic, etc.)
This can help students get
engaged with the text/novel
before beginning the
readings. Especially with
larger and more complex
texts like Shakespeare, it can
be easy for students to get
discouraged or shut down
even before reading begins. I
think giving students a
purpose/meaning for reading
can make them more
encouraged and motivated to
start.

During Monitor their Shakespeare definitely has a

comprehension
(i.e.,“chunking” the text &
having students pause and
make notes about main ideas
w/ supporting details, graphic
organizer, summarizing in
reputation for being extremely
difficult to understand. And it
is! I picked monitor their
comprehension because I
feel like it is important to
break down texts into chunks.
 small groups, etc.)
After Retell the details of the text
(i.e., retell main ideas through
pictures/sketches, videos,
written account, etc.)
This gives students the
opportunity to collect their
thoughts, talk with peers, and
make connections/ notes to
understand what they read.
Having no clue what
happened in a text can
quickly lead to frustration and
turn a student away from
reading. This strategy works
to prevent that.
I picked this strategy because
I feel like it allows students to
recap the important parts of
the book, but gives them
creative liberty to show that
understanding rather than
just asking students to write a
summary. For instance,
students can storyboard a
certain scene or make a short
video, acting out a scene,
creating a script where the
scene is translated to modern
English. Overall, this strategy
helps students learn what
details are important in the
text, but allows them to do it
in a fun, engaging way.