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    Differentiated Lesson Planning

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    api-452889758
    This document provides an example of a differentiated lesson plan on the Tiananmen Square protests of 1989. The lesson focuses on two standards: analyzing how perspective shapes recorded history and evaluating authors' differing points of view on the same event. Students will read primary sources from various perspectives on the protests and explain in a short paper how history can be interpreted differently depending on perspective. The lesson plan identifies reading processes to focus on before, during and after reading using the BDA framework and suggests strategies like think-pair-share and annotation to support comprehension.

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    Differentiated Lesson Planning

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    api-452889758
    59 views2 pages
    This document provides an example of a differentiated lesson plan on the Tiananmen Square protests of 1989. The lesson focuses on two standards: analyzing how perspective shapes recorded history and evaluating authors' differing points of view on the same event. Students will read primary sources from various perspectives on the protests and explain in a short paper how history can be interpreted differently depending on perspective. The lesson plan identifies reading processes to focus on before, during and after reading using the BDA framework and suggests strategies like think-pair-share and annotation to support comprehension.

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    This document provides an example of a differentiated lesson plan on the Tiananmen Square protests of 1989. The lesson focuses on two standards: analyzing how perspective shapes recorded history and evaluating authors' differing points of view on the same event. Students will read primary sources from various perspectives on the protests and explain in a short paper how history can be interpreted differently depending on perspective. The lesson plan identifies reading processes to focus on before, during and after reading using the BDA framework and suggests strategies like think-pair-share and annotation to support comprehension.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    59 views2 pages

    Differentiated Lesson Planning

    Uploaded by

    api-452889758
    This document provides an example of a differentiated lesson plan on the Tiananmen Square protests of 1989. The lesson focuses on two standards: analyzing how perspective shapes recorded history and evaluating authors' differing points of view on the same event. Students will read primary sources from various perspectives on the protests and explain in a short paper how history can be interpreted differently depending on perspective. The lesson plan identifies reading processes to focus on before, during and after reading using the BDA framework and suggests strategies like think-pair-share and annotation to support comprehension.

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    © All Rights Reserved
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    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.

    World History Class

    Content Standard
    HS.SP2.2 Analyze the ways in which perspective shapes recorded history.

    ELA Standard
    Evaluate authors’ differing points of view on the same
    historical event or issue by assessing the authors’
    claims, reasoning, and evidence. (11‐12.RH.6)

    Content Language Objective


    (what will they learn and how will they demonstrate their understanding)
    For this lesson the students will be learning about Tiananmen Square in 1989. Reading
    primary sources from the Chinese government, from the protesters and reporters, and from
    other countries observing. The students will then write a short paper explaining how history
    can be interpreted differently and recorded differently depending on who is writing it.
    Explaining why someone might choose to only record certain facts or exaggerate others.

    By the end of this lesson students will be able to explain how motives, perspectives, and
    reasonings shaped the way people in 1989 saw Tiananmen Square from vastly different
    angles.

    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 Bellowrork - think about a Think Pair Share, students


    time when you told a story will share what the wrote with
    about a friend, but then your a partner and/or the class.
    friends tells the same story
    but it is not the way you
    remembered it. Your friends
    tells the story differently, how
    can their story be so different
    from yours if you both lived
    the same story?

    During Students will be reading a Sticky notes or annotations


    number of sources about as they are reading. (In my
    Tiananmen Square from a class I would have already
    veriety of people. shown the students how to
    annotate when reading a
    historical item).

    After Students will write about how Reflection, this is covered by


    knowing the perspective is the paper that they will be
    important when reading a turning in at the end of the
    historical article/item. lesson.

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