Differentiating Content, Delivery, and Assessment: Assignment 4A

For this assignment, we have been instructed to design a teaching plan to meet a content area standard by differentiating the content, process, and product. 

Content Standard for English Language Arts (Grade11/12): 2.0 Reading Comprehension (Focus on Informational Materials)

The purpose of this type of lesson is for students to be able to understand and analyze an author's argument/point of view. The content, process, and product would have to be differentiated in order to meet the needs of all types of learners. The goal is for students to read through the text and then complete a series of comprehension questions that pertain to what they have read. The initial read through would be provided with an audio assistance, either read aloud by the teacher, other students, or an audio recording. Images and videos that pertain to the topic would also be presented in order to clarify meaning. Students would also receive a graphic organizer to complete with the assignment. Upon reviewing the comprehension questions, the students would have an option of using sentence frames/starters provided by the teacher.

EL learners would receive differentiation through audio and visual elements and can also be provided with a list of key vocabulary words translated to their native language. Sentence frames/starters would also be helpful in developing language skills.

Students of a lower reading/writing level would also benefit from an audio listening while they read along. The sentence frames/starters would help these students organize their thoughts into writing.

Special Needs students would receive differentiation through audio and visual elements of the lesson. Graphic organizers would be especially helpful for understanding the text and focusing on important elements of the author's argument/point of view. Sentence frames/starters would then help them transfer points of the graphic organizers into a written response.