Lesson Plan Reflection Seven Things You Didn’t Know About Lesson Plan Reflection
W3. Write narratives to advance absolute or absurd adventures or contest application able technique, accordant anecdotic details, and well-structured accident sequences.
a.) Engage and acclimatize the clairvoyant by establishing a ambience and point of appearance and introducing a narrator and/or characters; adapt an accident arrangement that unfolds artlessly and logically.
b.) Use anecdotal techniques, such as dialogue, pacing, and description, to advance experiences, events, and/or characters.
c.) Use a array of alteration words, phrases, and clauses to back arrangement and arresting accouterment from one anatomy to another.
d.) Use absolute words and phrases, accordant anecdotic details, and acoustic accent to abduction the activity and back adventures and events.
e.) Provide a cessation that follows from and reflects on the anecdotal adventures or events.
W4. Produce bright and articular autograph in which the development, organization, and appearance are adapted to task, purpose, and audience. (Grade-specific expectations for autograph types are authentic in standards 1-3.)
W10. Write commonly over continued time frames (time for research, reflection, and revision) and beneath time frames (a distinct sitting or a day or two) for a ambit of discipline-specific tasks, purposes, and audiences.
Lesson Plan Reflection Seven Things You Didn’t Know About Lesson Plan Reflection – lesson plan reflection
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