Name: Bria Taylor EDMG 3350, MATH

5D. Differentiation
1. Provide the Grade, Unit, and Name of the task you will use.
 Grade: 6th
 Unit: 3
 Task Name: Conjectures About Properties
2. Describe how specific elements of the L-E-S sections of your lesson plan provides
differentiated access to the learning objectives for your (imagined) students; some of
these plans for differentiation may respond to the "made up" results of prior
formative assessments; use citations and provide a reference list using the resources
from this course and/or from other courses.
Launch: Differentiation for learning objectives can be seen within the launch portion of
the task when students are given the opportunity to write down and voice their thoughts
about the “thought-provoking” question I will give them. This differentiates learning
because students aren’t being lectured and told what to do, they are given a chance to
have time to make a statement and be heard about their thoughts on content they will
learn. During this age period, it is important for students to be able to voice their thoughts
on certain subjects and for them feel that their thoughts matter. Those students who are
ELs (English Learners) will also have the opportunity to practice writing in the English
language and this can be beneficial to helping them become proficient with the English
language.
Explore: Differentiation for learning objectives can be seen within the explore portion of
the task when students are given the opportunity to become self-motivated learners. They
are able to learn in a way that really helps maximize their learning abilities. Also, having
students work in pairs differentiates learning because students are able to learn in a way
that lets them compare and contrast their thinking with their peers. Those students who
excel and those who need to be challenged would also be able to work together to
complete the task and this also differentiates learning because all students are being
pushed to work at the fullest potential.
Summarize: Differentiation for learning objectives can be seen within the summarize
portion of the task when students are able to have class group discussion to end the task.
This also differentiates learning objectives because students are able to demonstrate their
knowledge of content learned during the task in a different way. The classroom group
discussion can lead to rich conversation that will be beneficial to all students and help
them grow as math learners.
3. Describe how specific elements of the L-E-S sections of your lesson plan respond to
what you have learned in your Context for Learning.
The launch portion of the task helps those students who are ELs (English Learners) become
more proficient with writing using the English language and this focuses on the “Context for
Learning” portion that identifies the school having 30 percent of students be identified as
Name: Bria Taylor EDMG 3350, MATH

ELs. The explore and summarize portions of the task help all middle grades students be able
to learn in a way that lets them interact with their peers and be able to voice their thinking.
This is focuses on the “Content for Learning” portion that identifies the school having
students being between the ages of 11 and 14.

Context for Learning Used in Previous Course: This school is located within the southeastern
region of the United States. There are approximately 502 students at this school. About 48
percent of the student body consist of females and 52 percent males. The racial breakdown of
students includes 60 percent for African-Americans, 34 percent for Hispanics, and 3 percent for
whites. English and Spanish are the predominant languages spoken here at this school. About 30
percent of the school consist of ELLs, English language learners. This school is also classified as
a “Title I” school, so most of the students’ socio-economic status falls under low-income.