显然，一些能力较弱的学生可以用“北极”这个词来造句，因为他们不知道它的意思。然后我提供了一个同义词典的支持，要求他们首先查找单词，然后使用一些其他的拟人或意象的技巧和仔细的句子结构来构建一个句子，这符合本课的目的。学生们仍在为如何使用比喻、隐喻等而纠结;因此，一群知识更丰富的学生被交换过来，通过分享他们的例子、加强文学手段的使用、使用有效的词汇和正确的结构，为那些能力较弱的同龄人提供支持。在额外的支持下，学生们想出了各种各样的句子。他们还得到了完成任务所需技能的清单。这是作为一个课堂作业，彻底阅读和解释。用伍德的术语来说，这是一个我展示互动式教学特点的偶然教学的阶段。我指明了材料并为大会准备。剩下的课程主要是探讨写作的必要技巧;学生们被分配了最后一项任务，用他们精心制作的句子作为起点，写出一个角色描述。
美国加州论文代写:查找单词
Obviously, a few of the students with less competence could construct a sentence with the word ‘arctic’ because they did not know what it meant. I then provided a thesaurus support, asking them to first look up the word and then, using some other techniques of personification or imagery and careful sentence structure to construct a sentence, which meets the objectives of the lesson. The students still struggled with the use of a simile, metaphor, etc.; therefore, a group of more knowledgeable students was swapped to provide support to those less competent peers by sharing their examples, reinforcing the use of literary devices, using effective vocabulary and correct structure. With the additional support, the students came up with a variety of sentences. They were also provided with a checklist of expected skills they needed to accomplish the task. This was done as a class work, thoroughly read and explained. In Wood’s terminology, this was a stage where I demonstrated contingent teaching with the features of interactive instruction. I indicated the material and prepared them for the assembly.The rest of the lesson was spent in focus on exploring the necessary skills in writing; and the students were assigned with a final task of writing a character description using one of their carefully crafted sentences as a starting point.
