Context – Description of Content and Students The differentiated lesson which is going to be analyzed in the paper was administered in the elementary classroom (Grade 3). The class was comprised of nine culturally and socially diverse students – five girls and four boys. One of the girls, Clair, is from the Afro-American cultural and ethnical background. It is possible to say that her level of linguistic and academic development is sufficient because she usually demonstrates the understanding of major concepts introduced in the class and her skills of critical thinking and analysis are developed appropriately to her age. Two boys, Martin and Albert, have the Hispanic cultural identity, and their current competence in the English language does not meet the age requirements. Most of the boys’ family members do not speak English well. As a result, the students lack the sufficient language support at home and in their habitual social non-schooling environment. Therefore, it is essential to design a special approach to the students’ learning process to make it more efficient. In Grade 3, students are expected to show a broad set of competencies in English Language Arts, including reading, writing, speaking, and listening. While reading, children should demonstrate the understanding of texts, and be able to identify the key ideas, find logical connections between arguments, and distinguish own viewpoints on readings (Common Core State Standards [CCSS], 2016a). In their writing, students are expected to show the skills of critical thinking and reasoning in order to support own claims, link phrases and develop adequate conclusions. (CCSS, 2016b). At this stage of development, students need to know how to do research, collect information on various topics, and refer to personal experiences to produce excellent narratives, give profound and conclusive answers, and succeed in discussions (CCSS, 2016c). The conducted differentiated lesson included writing, reading, and speaking activities. The lesson’s objectives were the improvement of writing skills and reading performance, comprehension of text’s semantic context, and development of ability to discuss the subject matter. By the end of the lesson, the students were expected to know how to decode the informational text and develop their own point of view on the topic. To address student population diversity, differentiated instructional components were provided to the learners from multicultural backgrounds. The differentiated challenges were meant to stimulate diverse students by different means considering their ability and level of development. In this way, by using specially designed materials and methods, the students were able to obtain an opportunity to achieve similar learning outcomes but in a slightly different way. According to Watkins (2005), differentiation of learning activities serves as the basis for the creation of a friendly, inclusive, and open climate in the classroom. Therefore, multiple differentiated activities helped all students in the class to be more involved in the group activities and encouraged them for self-expression. Pre-assessment and Lesson Planning Pre-assessment of students’ academic experiences and learning abilities helps to identify individual learning styles and needs. Pre-assessment