DIFFERENTIATED UNIT PLAN LITERACY 1
Differentiated Unit Plan: Literacy Unit Plan Assignment
Preston Worrell
School of Education, Liberty University
DIFFERENTIATED UNIT PLAN LITERACY 2
DIFFERENTIATED UNIT PLAN: LITERACY UNIT LESSON PLAN TEMPLATE
LITERACY UNIT: DAY 1
PRELIMINARY INFORMATION
Candidate Name: Preston
Worrell
Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Developing narrative writing skills
Subject: Writing Learning Segment Theme: Writing strong narrative
introductions
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards SOL 6.7 The student will write narration, description,
exposition, and persuasion
National Standards NCTE 4. Students adjust their use of spoken, written,
and visual language to communicate effectively with a
variety of audiences and for different purposes
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
When given examples of narrative writing, students will create an introduction using a
hook strategy such as a question or dialogue, with 80% accuracy.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
I will start the lesson by showing a short movie opening clip that is engaging. After
showing the clip, I will ask what made the introduction engaging and how did it draw us
in. Then as a class we will discuss how the beginning of a story should grab a reader’s
attention.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
DIFFERENTIATED UNIT PLAN LITERACY 3
students will solve during the lesson—with the correct answers.
Instruction/Modeling I will explain and model hook strategies. 1 –
Question: “What would you do if you were able to
read minds?” 2- Vivid Description: “The classroom
was so silent, you could hear the clock ticking.” 3-
Dialogue: “This can’t be happening!” shouted Greg.
Guided Practice Students will break into small groups to create
introductions based off of the prompt: “Imagine you
are the first child to be an astronaut.” They will
identify which hook strategy they would prefer to use.
Mrs. Watson and I will be going between groups to
provide formative feedback.
Independent Practice Students will individually write introductions for a
different prompt, using the same hook strategy they
identified in their groups.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
At the end of class, we will come back together to share and discuss students’ examples. I
will finish class by summarizing strategies for engaging hooks.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Students will be asked to make a description in their
journal of what makes a story introduction engaging.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Students will be provided with individual feedback to
their hook strategies during their small group time.
Summative Assessment (matches
the objective)
Students will have a checklist to evaluate if their
introduction includes a hook, aligns with their story,
and is engaging.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should understand terms like “hook”, and
“vivid description.”
Language Support(s) Student will be provided with a glossary, examples, a
dictionary, or sentence starters.
Essential Vocabulary Hook, introduction, narrative, vivid, and dialogue.
DIFFERENTIATED UNIT PLAN LITERACY 4
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education The lesson will highlight the importance of
perseverance in learning new writing techniques.
Materials Projector, graphic organizers, writing handouts, and
student journals.
Technology Connection The projector to show a movie clip, and work
examples.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Brady
Accommodation:
Brady will be provided frequent breaks during
group and independent work.
Target Student:
Laura
Accommodation:
Laura will be provided enlarged text and digital
handouts. She will be offered audio versions of
examples and prompts.
Target Student:
Scott
Accommodation:
Scott will be provided a structured checklist to
keep him focused. He will be allowed movement
breaks as needed.
Target Student:
Trent
Accommodation:
Trent will be provided a graphic organizer with
prompts to help initiate writing.
Target Student:
Ross
Accommodation:
A predictable routine will be maintained for Ross.
He will also be given visual supports and one-on-
one check-ins.
Target Student:
Sara
Accommodation:
Sara will be provided extended time and text-to-
speech tools for accessing written content.
Target Student:
Hailey
Accommodation:
Hailey will be given a position near the teacher to
allow for more clear auditory input, as well as
written instructions to go with verbal directions.
Target Student:
Matt
Accommodation:
Matt will be paired with a peer mentor for
brainstorming and drafting. He will also be
provided with visual aids for writing strategies.
ELL Target Student:
Fahad
Accommodation:
Fahad will be provided with translated vocabulary
cards, and sentence frames for writing hooks. He
will also be paired with a peer mentor, ideally one
DIFFERENTIATED UNIT PLAN LITERACY 5
who is bilingual.
Learning
Styles/Student
Engagement
There will be video and picture examples of engaging introductions for
visual engagement, and classroom discussion to incorporate auditory
styles.
Extension Students will be challenged to combine hook strategies into their
introductions.
DIFFERENTIATION/UNIVERSAL DESIGN FOR LEARNING EXPLANATION
Areas of Differentiation
Check any that apply
Universal Design for Learning
Check any that apply
☒ Content ☒Process ☐Product
☒Environment
☒ Representation ☒Engagement
☒Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Click or tap here to enter text.
Target Students
Struggling Struggling students will be provided with supports such as: graphic
organizers with examples of hooks, sentence starters to guide students
in the beginning of their introduction, student pairing for
brainstorming ideas, and extended time for writing and focusing on
one strategy.
Proficient Proficient students will be provided opportunities to practice two
different hook strategies, and a focus on drafting a complete
introduction.
Advanced Advanced students will be challenged to combine
Co-Teaching & Collaboration: My role will be to lead direct instruction on the hook
strategies. I will also be working with a small group of struggling students during guided
practice, to provide assistance and scaffolding. Mrs. Watson will facilitate groups of
proficient and advanced students during guided practice. She will also monitor and
provide individualized feedback during independent practice.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Board of Education, Commonwealth of Virginia. (n.d.).
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/
english-reading-literacy/standards-of-learning
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
DIFFERENTIATED UNIT PLAN LITERACY 6
National Council of Teachers of English. (2023, September 26). NCTE / IRA standards
for the English Language Arts. National Council of Teachers of English.
https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN LITERACY 7
LITERACY UNIT: DAY 2
PRIMARY INFORMATION
Candidate Name: Preston Worrell Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Organizing narratives with strong
beginnings, middles, and ends.
Subject: Writing Learning Segment Theme: Structuring narrative
paragraphs.
Where in the learning segment
does this lesson occur?
☐Beginning ☒Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards SOL 6.7 The student will write narration, description,
exposition, and persuasion
National Standards NCTE 4. Students adjust their use of spoken, written,
and visual language to communicate effectively with a
variety of audiences and for different purposes
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
When given a graphic organizer, students will outline a narrative with a clear beginning,
middle, and end with 80% accuracy as measured by student work.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Class will begin with myself asking two volunteers to read the opening and closing
paragraphs of a short story out loud. Afterwards, I will ask a few questions to prompt
discussion such as: “What makes the beginning of the story engaging?” “How does the
ending tie the story together?”
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
DIFFERENTIATED UNIT PLAN LITERACY 8
Instruction/Modeling I will explain the purpose of narrative structure:
Beginning, Middle, and End. I will also model using a
graphic organizer to map out the structure of a
narrative.
Guided Practice The class will be split into small groups. The groups
will be assigned to outline the continuation of their
story from Day 1, using a graphic organizer. Mrs.
Watson and I will rotate between groups to provide
targeted feedback and ensure the students are
understanding the process.
Independent Practice Students will independently outline their own short
story based on a new prompt, such as: “The best day
of my life.” The students will use the same graphic
organizer format as before, during the guided
practice.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Students will pair up to peer review each other’s outline. The students will check for
clear and complete beginning, middle, and end sections. We will finish with a short
discussion on how an organized outline makes writing easier.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
We will conduct a short review, by asking students to
recall the three main parts of writing a narrative and
why they are important.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Mrs. Watson and I will monitor group and individual
work during guided and independent practice,
offering individualized feedback and noting
challenges that many students have.
Summative Assessment (matches
the objective)
The student’s graphic organizers will be checked for
accuracy and completion, based off a checklist to
ensure all sections are present and well developed.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should understand terms such as conflict
and resolution
DIFFERENTIATED UNIT PLAN LITERACY 9
Language Support(s) Students will be provided a glossary and dictionary,
as well as visual aids like diagrams, and examples.
Essential Vocabulary Conflict, resolution, beginning, middle, end,
narrative.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Students will learn the value of teamwork during
group activities, and giving constructive feedback
during peer reviews.
Materials Short story handouts, graphic organizer templates,
chart paper, markers.
Technology Connection Smartboard for modeling the graphic organizer.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Brady
Accommodation:
Brady will be supported by breaking down tasks
into smaller steps. He will also be allowed frequent
breaks as needed.
Target Student:
Laura
Accommodation:
Laura will be provided a large-print and digital
graphic organizers. Verbal support will also be
provided while filling out the organizer.
Target Student:
Scott
Accommodation:
Scott will be provided with a hot pass as necessary,
and clear step-by-step instructions. Positive
reinforcement will be used frequently as well.
Target Student:
Trent
Accommodation:
Trent will have a timer for focused work periods,
and a wobble stool. He will also have frequent
verbal prompts.
Target Student:
Ross
Accommodation:
Ross will have visuals to demonstrate narrative
structure, and frequent check ins from me and
Mrs. Watson.
Target Student:
Sara
Accommodation:
Sara will be provided audio versions of story
examples, as well as speech to text software to fill
out her organizers.
Target Student:
Hailey
Accommodation:
Hailey will be provided visual representatives of
narrative structure, preferential seating near the
teacher, and written instructions.
DIFFERENTIATED UNIT PLAN LITERACY 10
Target Student:
Matt
Accommodation:
Matt will be provided with scaffolded outlines with
prompts for each section.
ELL Target Student:
Fahad
Accommodation:
Fahad will be paired with a peer mentor, and
provided with translated vocabulary terms.
Learning
Styles/Student
Engagement
Students will have color-coded narrative maps and examples of
templates for visual engagement, group discussion for auditory
engagement, and fill out their own sections for kinesthetic.
Extension Students can add subplots or secondary characters to their outlines
extension.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
☒ Content ☒Process ☐Product
☐Environment
☒ Representation ☒Engagement
☒Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Click or tap here to enter text.
Struggling Struggling students will be provided with finished graphic organizers
as examples, and prompts for each section of their own organizer.
They will also be allowed to work collaboratively during independent
practice.
Proficient Proficient students will have blank graphic organizers to structure
their narratives. They will be encouraged to think critically about
story structure.
Advanced Advanced students will be challenged to add complexity by including
subplots, or additional characters.
Co-Teaching & Collaboration: I will lead a station for struggling students to organize
their outlines with the use of partially filled organizers, and scaffolding. I will also
provide one-on-one assistance for students who need additional help. I will also be
introducing the whole class to organizing narrative structure. Mrs. Watson will lead
stations for proficient and advanced students, to guide them through the process of
creating narrative outlines. She will also challenge advance students to experiment with
subplots.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Board of Education, Commonwealth of Virginia. (n.d.).
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/
english-reading-literacy/standards-of-learning
DIFFERENTIATED UNIT PLAN LITERACY 11
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
National Council of Teachers of English. (2023, September 26). NCTE / IRA standards
for the English Language Arts. National Council of Teachers of English.
https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN LITERACY 12
LITERACY UNIT: DAY 3
PRELIMINARY INFORMATION
Candidate Name: Preston Worrell Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Writing narratives based on outlines.
Subject: Writing Learning Segment Theme: Developing drafts.
Where in the learning segment
does this lesson occur?
☐Beginning ☐Middle
☒End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards SOL 6.7 The student will write narration, description,
exposition, and persuasion
National Standards NCTE 4. Students adjust their use of spoken, written,
and visual language to communicate effectively with a
variety of audiences and for different purposes
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Using their outlines from day 2, students will write a complete narrative with the proper
structure and sequence with 80% accuracy as measured by a rubric.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Class will start with myself sharing a student example of day 2’s outlines. I will begin a
discussion by asking questions such as: “How does this outline help facilitate a good
story?” and “What makes a good narrative draft?” We will then review key elements of
narrative writing.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
DIFFERENTIATED UNIT PLAN LITERACY 13
Instruction/Modeling I will model expanding an outline into a narrative
draft on the projector. I’ll write a few sentences for
each section, and discuss with students what I would
be thinking while doing so. I’ll emphasize transitions,
descriptive details, and flow. I will also display a
checklist of key narrative elements such as: hook,
descriptive language, and conflict resolution.
Guided Practice Students will begin drafting their narratives based on
their outlines from Day 2. Mrs. Watson and I will
check on students to provide individualized feedback
and support during the drafting process.
Independent Practice Students will complete their draft independently,
utilizing feedback from the guided practice session.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Students will pair up to provide each other peer feedback on their narratives, using a
checklist. We will wrap up class with a discussion. Some guiding questions for the
discussion will include: “What was the easiest part of writing your narrative? What was
the hardest part? How could we improve our drafts further?”
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Students’ outlines will be reviewed to ensure they are
ready for narrative drafting.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Student’s progress will be monitored during guided
and independent practice
Summative Assessment (matches
the objective)
Student’s narratives will be evaluated using a rubric.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should understand terms such as narrative,
sequence, and resolution.
Language Support(s) Students will be provided a checklist of narrative
elements and sentence starters. Students will be
provided with examples and non-examples of
descriptive sentences and effective transitions.
Essential Vocabulary Narrative, sequence, transitions, resolution, and
descriptive language.
DIFFERENTIATED UNIT PLAN LITERACY 14
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Students will focus on perseverance in completing a
full draft from the beginning lesson of hooks. They
will also focus on kindness in providing constructive
criticism to peers.
Materials Writing handouts, sample drafts, narrative checklists,
and either laptops or notebooks.
Technology Connection Examples will be shown on the projector, as well as
modeling crafting a narrative. Students will have
access to word processors to draft their narratives.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations,
etc.)
Target Student:
Brady
Accommodation:
Brady will be offered voice-to-text technology if
fatigue is an issue. He will also be offered flexible
seating and breaks during the drafting process.
Target Student:
Laura
Accommodation:
Laura will be provided access to text-to-speech and
speech-to-text to type drafts. Audio feedback will
also be provided for revisions.
Target Student:
Scott
Accommodation:
Scott will be provided frequent check-ins. Scott
will also be given short and specific goals for each
section.
Target Student:
Trent
Accommodation:
Trent will be provided step-by-step instructions.
He will also be given a timer for focused periods of
work.
Target Student:
Ross
Accommodation:
Ross will be provided with a visual checklist, and
preferential seating in a quieter part of the room.
Target Student:
Sara
Accommodation:
Sarah will be offered speech-to-text technology for
drafting her narrative.
Target Student:
Hailey
Accommodation:
Hailey will be provided all instructions in feedback
in writing to accompany verbal instructions and
feedback.
Target Student:
Matt
Accommodation:
Matt will be provided extra time for drafting, as
well as scaffolded prompts for each section.
DIFFERENTIATED UNIT PLAN LITERACY 15
ELL Target Student:
Fahad
Accommodation:
Fahad will have a bilingual dictionary, as well as
sentence frames for writing.
Learning
Styles/Student
Engagement
Examples will be displayed on the board for visual engagement, and
peer discussions will be used for auditory engagement.
Extension Students will be encouraged to add figurative language or alternative
perspectives in their narratives as extension.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
☐ Content ☒Process ☒Product
☒Environment
☒ Representation ☒Engagement
☐Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Click or tap here to enter text.
Struggling Struggling students will be provided with smaller more manageable
chunks of the writing process. They will also be paired with peer-
mentors and be given one-on-one guidance.
Proficient Proficient students will be encouraged to independently apply their
writing skills. They will be provided feedback during drafting and
peer review to help ensure they have well-developed narratives.
Advanced Advanced students will be challenged to include complex narrative
elements, and justify their creative choices during peer review.
Co-Teaching & Collaboration: I will be guiding the class when explaining the lesson. I
will also be circulating to provide one-on-one feedback, focusing on the students that are
struggling or need more support. Mrs. Watson will lead the peer review session, and
model how to give constructive criticism.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Board of Education, Commonwealth of Virginia. (n.d.).
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/
english-reading-literacy/standards-of-learning
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
National Council of Teachers of English. (2023, September 26). NCTE / IRA standards
for the English Language Arts. National Council of Teachers of English.
https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/
DIFFERENTIATED UNIT PLAN LITERACY 16
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
