Bellwork #1:
SW apply their current knowledge to a pre-test
in LA 6.
SW discuss current norms we will use and
apply in our classroom.
• What rules (norms) should our class follow
during class time and when we are in
groups, during SSR/AoW time, and during
testing. Use a Tree Map to outline your
ideas (4 columns).
• When you are done, share your ideas with
the person next to you.
Bellwork #2:
SW respond to a writing impromptu essay
during class time.
SW discuss the syllabus, rules, and
expectations for this semester.
• What are your goals for school this
semester? What do you want to
accomplish by the end of the school year?
• Create a circle map of your goals.
Bellwork #3:
SW discuss the syllabus, expectations, and
rules for the class.
SW discuss, annotate (T2T), and interpret the
AoW and apply SOAPSTone to it.
• Explain in detail our test retake
and formal paper revision policy.
Bellwork #4:
SW discuss criteria for writing a good essay
for the ACT writing section.
SW create scenarios for an ACT writing
prompt.
Underline the pronoun in each sentence and then
circle its antecedent.
1. Leila, are you going to the party tonight?
2. When Paul drove up, everyone piled into his car.
3. Moe said that he would be absent today.
4. During the storm, the house lost its antennae.
5. “I must not forget,” the child said over and over
again.
Bellwork #5:
SW discuss criteria for writing a good essay
for the ACT writing section.
SW create anecdotes for an ACT writing
prompt.
Fill in each blank with a pronoun, then circle the
antecedent.
1. Emily Dickinson spent much of _______ life in
Amherst.
2. Tarek, would ______ please give us a hand.
3. All of her friends sent her ________ best
wishes.
4. With _______ motor running, the car sounded
like a washing machine.
5. Tom Sawyer didn’t always do ______ own work.
Bellwork #6:
SW discuss criteria for writing a good essay
for the ACT writing section.
SW create a counterargument/rebuttal for an
ACT writing prompt.
• Comma Rules:
1. Use commas to separate independent clauses (complete
sentences) that are joined using one of the seven coordinating
conjunctions (FANBOYS).
2. Use commas after dependent clauses, introductory phrases, or
introductory words that precede the main clause.
Apply these rules to the following sentences:
1. The receptionist suffered from a sore throat but he stayed at work.
2. The dog obviously wanted to play fetch yet the owner didn’t
recognize this.
3. My car was stolen so I filed an insurance claim.
4. Because I ate too much food I could barely move.
5. Yes he punched me.
Bellwork #7:
SW discuss and decide how and what order to
put the body paragraphs together.
SW create their final draft of their essay.
• Comma Rules:
3. Use commas to bracket clauses, phrases, and words that
provide non-essential information.
4. Use commas to separate three or more words, phrases, or
clauses written in a series.
Apply these rules to the following sentences:
1. My uncle who runs marathons writes advertisements for cereal
jingles.
2. The movie in my opinion lacked any redeeming qualities.
3. Sarah went to the store and bought milk eggs and cheese.
4. The girls across the street like to jump rope ride bikes and swim.
5. He jumped the fence sprinted through the back yard and then he
jumped into the pool.
Bellwork #8:
SW critically read and T2T a LA times article debating a
brain-dead Texas woman on life support.
SW frame their argument for or against the issue using
the pre-writing, Framing an argument.
• Comma Rules:
5. Use commas to separate two or more coordinate
adjectives that describe the same noun.
6. Use commas at the end of a sentence to indicate a
distinct pause or shift.
Apply these comma rules to the sentences below:
1. Mary is a shy introverted child.
2. My aunt bought an energetic nervous dog.
3. He was content not overjoyed.
4. The dog looked thoughtful almost human.
5. You’re a fisherman aren’t you?
Bellwork #9:
SW critically read and T2T a LA times article debating a
brain-dead Texas woman on life support.
SW frame their argument for or against the issue using
the pre-writing, Framing an argument.
Comma Rule:
7. Use commas to set off a phrase at the end of a sentence that
refers back to the beginning or middle of a sentence.
8. Use commas to set off all geographical names, items in a date
(except the month and date), address (except the street number
and name), and titles in names.
Apply the following rules to the following sentences:
1. The crazed motorist sped away cackling maniacally.
2. The lobster scuttled away from the waiter brandishing its claws.
3. Sacramento California is the state capitol.
4. November 4 2013 was election day.
5. The election will determine who lives at 1600 Pennsylvania Avenue
Washington DC.
Bellwork #10:
SW discuss three ways to set up and argument and
formulate their point of view.
SW create two separate groups and then argue their
points and evidence with each other.
Comma Rule:
9. Use commas to shift between the main discourse and a
quotation.
Use any of the rules we have discussed so far to correct the following
sentences, then tell me which rule you use:
1. Chuck ate the last piece of pizza then asked “Was that mine or
yours?”
2. Because Mitch fell off his bike he twisted his ankle badly.
3. The cat was seeking affection but she couldn’t catch her owner’s
attention.
4. In the kitchen Louisa was burning their dinner.
5. Seattle Washington is a rainy city.
Bellwork #11:
SW use all the evidence and points they have made I
heir debate and using their template and construct an
argumentative essay.
SW use the paragraph template to begin their essay.
Using the comma rules you have learned, apply them to the following
sentences and write which rule you used to correct each sentence.
1. Well I could have sworn that I saw him but I could be wrong.
2. Doug is a mean spiteful man.
3. My new car according to my father is fancy expensive and
impractical.
4. After tucking me in at night my mom always said “Sleep tight. Don’t
let the bedbugs bite.”
5. The salesman was aggressive practically threatening.
Bellwork #12:
SW read, dissect, and interpret a writing prompt and
then split up sections and report out.
• Some high schools in United States have installed
security cameras in various locations throughout
the school, including the classrooms. Some
educators and parents think that student behavior
must be constantly monitored in order to ensure
the safety of both teachers and students. Others
think that security cameras can create distractions
during class and even promote bad behavior in
some students.
• Create a scenario for this writing prompt.
Bellwork #13:
SW create an anecdote for the following writing
prompt.
SW practice all parts of the writing prompt for the ACT.
• Some high schools in United States have installed
security cameras in various locations throughout
the school, including the classrooms. Some
educators and parents think that student behavior
must be constantly monitored in order to ensure
the safety of both teachers and students. Others
think that security cameras can create distractions
during class and even promote bad behavior in
some students.
• Create an anecdote for the above writing prompt.
Bellwork #14:
SW attend an ACT orientation in the auditorium.
• Which is easier for you to write, a
scenario, an anecdote, or a counter
argument/rebuttal? Why?
Bellwork #15:
SW read for 15 minutes (SSR) and respond to sentence
stems.
SW read an AoW and respond with a 4 square.
• Take 15 minutes to read a novel you
chose for SSR.
• On a separate piece of paper summarize
what you have read and use one of the
following sentence stems:
•
While I was reading I felt…..
•
I was surprised by…..
•
Because of _____ I assumed….I
•
I wonder if …..
Bellwork #16:
SW read for 15 minutes (SSR) and respond to sentence
stems.
SW respond to a metacognitive log concerning their
SSR novel.
• Take 15 minutes to read a novel you chose for
SSR.
• On a separate piece of paper summarize what
you have read and use one of the following
sentence stems:
•
While I was reading I felt…..
•
I was surprised by…..
•
Because of _____ I assumed….I
•
I wonder if …..
Bellwork # 17:
SW read for 15 minutes (SSR) and respond to sentence
stems.
SW read an AoW and respond with a 4 square.
• Take 15 minutes to read a novel you
chose for SSR.
• On a separate piece of paper summarize
what you have read and use one of the
following sentence stems:
•
While I was reading I felt…..
•
I was surprised by…..
•
Because of _____ I assumed….I
•
I wonder if …..
Bellwork #18:
SW read for 15 minutes (SSR) and respond to sentence
stems.
SW read an AoW and respond with a 4 square.
Bellwork #19:
SW discuss and T2T with an article on The
American Dream.
SW work in groups with Expert Folders
concerning OMAM.
• Create a bubble map with the American
Dream at the center. Use adjectives to
describe the American Dream. Come up
with 5-10.
Bellwork #20:
SW work in groups with Expert Folders
concerning OMAM.
SW T2T on one specific article from their
expert folders and create a thinking map based
upon it, then share out with their group.
• What new learnings did you find out from
your expert folders so far?
Bellwork #21:
SW conduct a Gallery Walk based up their
circle maps on OMAM.
SW discuss their findings and take some
background notes on OMAM.
• Write Gallery notes for BW, then write your
notes from the Gallery walk under unit
notes.
Bellwork #22:
SW SSR for BW
SW read, T2T, and analyze an AoW.
• Take 15 minutes to read a novel you
chose for SSR.
• On a separate piece of paper summarize
what you have read and use one of the
following sentence stems:
•
While I was reading I felt…..
•
I was surprised by…..
•
Because of _____ I assumed….I
•
I wonder if …..
Bellwork #23:
SW connect the American Dream to The
Pursuit of Happiness
• Create a double-bubble map based upon
the American Dream and The Pursuit of
Happiness. 5 similarities and 5 differences
on each side. Don’t forget the FOR and
question.