I recently observed DME in a Year 9 lesson as part of my coaching training. Whilst observing the lesson I noticed DME using a differentiated resource for the final task. The pupils had to write a paragraph using emotive language (as a culmination of the lesson objective) DME provided each pupils with an A4 piece of paper on which were printed two grids. On one side there were words written in red and on the other, words written in green. DME explained to the pupils what each side meant. For each word DME had provided a synonym to help the pupils extend their vocabulary and made her expectations clear to each individual. The pupils seemed to really like the grids and were thoroughly engaged with the task.
I felt the resource was really effective because each student knew what was expected of them and were not daunted by having to think of and find emotive words. They seemed to really like the idea of the synonyms on the grid so that they could use better words than they probably normally would. I even heard some of them saying their sentence out loud to see which word fit best. At the end of the lesson all pupils wanted to share their work. I loved this resource so much that I have asked for a copy to use with my classes.