DIFFERENTIATING LEARNING ACTIVITIES
Instructional Plan Title:
Henry And Mudge
In this unit 1 lesson, using textual evidence, students will determine how Henry and Mudge are similar and
different, as well as forming opinions about the characters while using both vocabulary and spelling words
to elaborate opinions and why they feel that way, discussing it in small groups using contextual evidence to
support their thoughts.
Classroom consists of 4 English Language Learners (ELL) while all being in Tier 2 RTI for reading and one
year below grade level in reading performance, with no internet connection, 3 have low parental
involvement and 1 has medium parental involvement. 4 Learning Disabled students (LD) and 1 Emotionally
Disabled/Disturbed (ED) student(s) with one LD student being in Tier 3 RTI for reading (and math) and at
two years below grade level on reading but with high parental involvement but no internet. The other 3 LD
students are only 1 year below grade level in reading, two of which have Internet access and 1 that does
not, and each one of these have parents at different levels of involvement with low, medium, and high. 1
student has hearing aides but is at grade level. In total, only 8 have no Internet access, 10 have low
parental involvement, 16 having medium parental involvement, 3 high involvement and 1 having very highly
involved parents. Students will be grouped into 6 pods of 5 tables, grouped together facing each other, high
and low academic students mixed so those higher academic students can help lower students to help them
with comprehension of material.
National / State
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.