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.

The Vietnam War

Content Standard : HS.H4.3 Examine how access to information and technology has
been used to influence society.

ELA Standard : 11-12.RI.7 Integrate and evaluate multiple sources of information

presented in different media or formats (e.g., visually, quantitatively) as well as in print
in order to address a question or solve a problem

Content Language Objective

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

SW analyze the impact of media in the United States during the Vietnam War by
creating 3 critical annotations from 3 different online articles and correctly citing them.

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 Before students even start A strategy to use here is

reading, The process here
will be to find three reliable
online articles referring to
Media during the Vietnam
War. They will be
encouraged to look up not
only modern articles but
also old newspaper articles
or scholarly articles talking
about this particular theme.
The most important factor
here is that it relates to the
theme of the lesson.
that the students will be
asked to find Reliable
websites and sources.
example websites that end
in. Edu or. Org. Intersection
they will have to utilize
their prior knowledge about
the power of the media and
acknowledging how the
Vietnam War was the first
televised war. In the before
they may start to generate
questions about their
articles or apply this prior
knowledge to start being a
better understanding of
what the rest of the article
might entail.

During The students will read Something that I may

 through their three chosen
articles, underline or
circling certain words they
may not understand, and
overall just begin to start
thinking critically about the
text of the reading. By this
point, they may start
making points and what
they may include in their
critical annotation, and
really trying to pick out
what are the main details of
these articles.
After After students have
finished writing their
critical annotations of the
texts, they will now be
required to correctly cite
their articles.
assign the students is for
them to create a template
or concept map or concept
map to lay down their
ideas.Perhaps to limit the
amount of articles being
found,I can make students
go into pair readings, and
they can also discuss their
findings off of the text.
While one strategy would
be to summarize their
thoughts and include that
in their annotations. I
would also introduce them
to Purdue Owl, an
informational online source
about how to correctly
format essays and
citations.