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Step #three: writing the elements list a. Pointing at the components and naming them. A. I'm able to begin by writing at the board the components. With the aid of doing this they'll be telling me what to put in writing. B. Pupil reaction: students will write what i wrote on the board and i will ask what letters they know. Step #4: writing the list "what you do" a. Inform them that the second one part of the recipe uses numbers. A. Variety the listing 1-5 and list the sorts of meals that is made. B. Scholar reaction: college students will pair proportion what the meals are and then i'm able to ask for solutions. C. Utility interest (practice and/or reflection): guided practice (college students working with teacher aid on proving behavior or hobby) college students may be able to apprehend how to write a recipe through using those lists. D. Materials & sources: what do you need for the lesson? Make a listing. Shared writing list from previous lesson, big e-book:our special candy potato pie v. Evaluation strategies: formative: in the course of the lesson they may write the recipe and i can stroll around to peer what they wrote. Summative: at the stop of the lesson i can have them draw a image of a candy potato pie and they have to upload element. Vi. Inns and/or modifications for person inexperienced persons: i would regulate by display the photographs from the e book to have the students say what it's miles. I would task the students by giving different examples from recipes from their house family. Vii. Homework: none .