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I print student versions of the copy that I use on the computer. I have them follow along with me and add on key notes that I put to the side, as well as highlighting important material. 

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I print student versions of the copy that I use on the computer. I have them follow along with me and add on key notes that I put to the side, as well as highlighting important material. 

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I do weekend chat, as I teach Spanish, this has different goals. So I just post different options in the whiteboard with words they can use in the target language (related to the weekend), they have to write it down and after share it with a classmate or just have volunteers participating in front of the class. So this helps reinforcing social abilities as well, practicing pronunciation and new words. This can take just 6 minutes and is something that would help them.

K Barahona

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Within my world history classroom, I model almost every single assignment prior to letting the students get a hand on it. The way I do this is projecting or expanding whatever my lesson is and walking through step by step and showing my students what I want to see done. I believe modeling assist students by seeing how I am expecting something to be done. This can alleviate the stress I think we all have felt when a teacher/professor just throws something together and expects you to just understand it automatically. I will do this for projects I am assigning, group assignments, interactive assignments (Gallery walks, poster shares etc...).

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In my class I do a daily slide with the agenda of what are we studying, what is next and a Warm up, this can be related to culture, music, dances or just whatever we are studying (grammar or vocabulary). So most of the times, they have to start with something that is not content so they can take a "breath" before we start.

K Barahona

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I post a DOK question on eclass relating to the material to a real experience. I begin the focus instruction by engaging the students with question leading into a discussion. Then I make an effort to tie the discussion into the lesson topic.

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For Language Arts and my Affective Skills class, I use real world examples and relatable content for my kids to bring them into the lesson. I usually try to add in an emotional appeal by allowing them to express themself with their thoughts and ideas - applying it to what is being taught.

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I also give students a note packets with blanks, questions and boxes for drawings. This allows students to follow along as I discuss the content and me to informally assess their understanding.

E Hyacinth

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I will project a passage on the screen and mark it on the white board while discussing the particular idea or literary element we were looking for.

Eric Rovie

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When working with a new grammatical concept, I will have them write down what I dictate. Usually this is 10 sentences long. I repeat the sentences 3 times (slow, faster, normal speed) with punctuation included. At the end of each sentences, I show the full sentence on the board and students must fix their mistakes for full credit.

-L. Campbell

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This activity is all levels of gradual release. I place the text to be translated on the board. (3-4 sentences). Students will trade partners while translating. I am their first partner. I break down the steps on the slide and show my thinking.

L. Campbell

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Print notes in large format and place on wall in the hallway. Students copy notes into their packets.

L.Campbell

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I create a teacher presentation and then copy a student version from the presention with blanks for students to complete the notes.

L. Campbell

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How do you use the focus lesson "I do" in your classes? Create a new post for each idea/activity. Link materials where applicable.