Abstract
The most important aspect of planning a differentiated lesson is to establish clear goals for students. According to C. A. Tomlinson, “During planning, a teacher should generate specific lists of what students should know understand and be able to do by the time the unit ends”. A teacher can use tiered activities to design and adapt a single lesson plan to meet the varied needs of class members provide specific instructional aid to individual students; that is, versions of activities are designed to provide the same essential understandings but address a variety of learning needs. “Tiered activities are very important when a teacher wants to ensure that students with different learning needs work with the same essential ideas and use the same key skills. For example, a student who struggles with reading or has a difficult time with abstract thinking nonetheless needs to make sense of the pivotal concepts and principles in a given chapter or story”.