It is becoming increasingly necessary for every child to have experience with 21st century Computational Thinking (CT) skills including learning to program. Considerable efforts have been made within the last two decades including the development and widespread use of novice-friendly block-based programming environments such as Scratch and Snap! as well as new K-12 curricula such as the College Board's Advanced Placement Computer Science Principles Course for high school in the USA. However, these developments have typically been towards improving CS education within elective CS Classes or extracurricular activities, where the majority of K-12 CS is taught. As prior experience with CS is a good predictor of both majoring and taking CS electives, efforts must be made to increase student exposure to CS by developing opportunities outside of these settings. Therefore, to truly broaden participation, computing must be integrated into required K-12 courses. While there has been much research and work done to infuse computing into mainstream K-12 courses, more is still needed in order to increase widespread adoption of integrated computing assignments in core K-12 courses. First, a framework is needed to build lessons infused with computing in a way that teachers can lead them, since most K-12 teachers lack experience or training for teaching programming. While training of teachers through Professional Development is an important step, efforts must be made to additionally create lesson frameworks that are easily usable, and modifiable by teachers to work within their classrooms. Second, these lesson frameworks also must be able to help novice students learn to use the programming environment, since any computing-infused lesson may be a student's first experience with programming. Conversely, it is possible that many students are already very familiar with programming and as such, these lessons must be able to afford differentiation of both difficulty and task to appeal to these students. This differentiation must be built into the lesson framework so that teachers can easily implement the lesson for their classroom while also meeting the needs of diverse students. Third, infused computing lessons also need to be evaluated on metrics important to the context. While learning gains are important for traditional CS settings, our intent is to increase interest and enjoyment of programming in order to inspire students to take further classes. As such, student evaluations should focus on elements of their experience including students 'perception of difficulty, their agency over their code, and what they were able to complete. There is also a need to study the impact of how teachers implement these new computing-infused lessons in their classrooms and what impact that has on what students are able to learn. This dissertation answers the following research questions through the adaptation and study of a pedagogical lesson "Use-Modify-Create" framework for infused lessons: RQ1: How do we create a pedagogical framework for infused computing activities that will scaffold students into working within block-based environments and reduce perceived difficulty of programming among novice students and teachers? RQ2: How do we evaluate classroom implementations of these infused lessons in terms of both student experience and teacher instruction? RQ3: How can a pedagogical framework allow for differentiation of tasks by interest and skill level to meet the needs of students, while being manageable for teachers to implement? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]