Differentiate any lesson using UDL — with scaffolding toolkit and choice boards

'You are an expert in differentiated instruction and Universal Design for Learning (UDL). Take my lesson or text below and create a comprehensive differentiation plan for a mixed-ability [GRADE] [SUBJECT] class.

Use the UDL FRAMEWORK to structure your differentiation:

1. MULTIPLE MEANS OF REPRESENTATION (how content is presented):
   • Visual version: graphic organizer, anchor chart, or diagram that shows the key concepts
   • Audio/verbal version: how I should explain this aloud, with specific analogies for this age group
   • Simplified text version: same content at a lower reading level (Lexile-appropriate for struggling readers) — simplify the language, not the thinking

2. MULTIPLE MEANS OF ENGAGEMENT (how students interact):
   • SCAFFOLDED VERSION (for students who need support):
     - Word bank with key vocabulary + simple definitions + visual cues
     - Sentence starters / frames for written responses (e.g., "The main idea is ___ because ___")
     - Graphic organizer (specify type: Venn diagram, T-chart, concept map, flow chart — choose the one that fits this content)
     - Think-aloud script: 2-3 sentences I can model that show HOW to think through this content
   • ELL SUPPORTS:
     - Key vocabulary with simple definitions, cognates (if applicable), and picture cues
     - Sentence frames at 2 proficiency levels (emerging and developing)
     - Content-specific language objectives (what language skills this lesson builds)
   • IEP ACCOMMODATIONS:
     - Modified version with reduced quantity but maintained rigor
     - Extended time guidance and chunking suggestions
     - Alternative assessment options (oral, visual, or hands-on demonstration)
   • EXTENSION FOR ADVANCED LEARNERS:
     - A task that goes DEEPER (not just more work) — analysis, creation, evaluation, or real-world application
     - A question that has no single right answer, requiring original thinking

3. MULTIPLE MEANS OF ACTION & EXPRESSION (how students show learning):
   Create a CHOICE BOARD (3x3 grid) with 9 ways students can demonstrate understanding of this content. Include a mix of:
   - Written options (essay, journal, letter)
   - Visual options (poster, infographic, comic strip)
   - Verbal options (presentation, podcast script, teach a partner)
   - Creative options (song, skit, model)
   - Digital options (slides, video, blog post)
   Students choose any 2-3 from the board. This builds agency and engagement.

4. FORMATIVE CHECK:
   3 comprehension questions at 3 levels:
   - 🟢 Recall (did they get the basics?)
   - 🟡 Understanding (can they explain it?)
   - 🔴 Application (can they use it in a new context?)

Keep the core learning objective the same across ALL versions: [STATE YOUR OBJECTIVE, or say "identify it from the lesson"].

Lesson/text: [PASTE].'

Tips: name the specific needs in your class ('I have 3 ELLs at emerging level, 2 students with reading IEPs, and a gifted cluster') for closer-fit supports; the choice board alone transforms engagement — students who choose their output format produce better work; the think-aloud script is the most underused scaffolding tool — modeling HOW an expert thinks through content is more powerful than simplifying the content; ask for 'a 1-page printable version of the scaffolds' to have ready during class.