The Writing Revolution:
Weekly Bell Ringer Topics
2015 – 2016
4th Quarter
6th, 7th, and 8th Grades
What is The Writing Revolution?
• The Writing Revolution (TWR) was created to help
content area teachers incorporate the required literacy
standards into lessons without too much additional work
or strain being put on those content area teachers.
• The goal of TWR is to increase students’ academic
writing across all content areas.
How to Use this PowerPoint
• Each weekly bell ringer
focuses on one topic that is
related to the literacy
standards in your content area.
• The first two slides of each
week’s topic were designed to
refresh the teacher on the
specific concept and its rules.
• Along with a definition and
description of the concept
being reviewed, teachers will
find examples and nonexamples on the second slide
of each week.
• The last slide contains the
topic/task to be completed by
students in the content area
teacher’s classroom.
What are the Expectations
for Content Area Teachers?
• Review the weekly concept prior
to asking students to complete the
task, so you are familiar with the
topic.
• Have students complete the
weekly task three times a week.
– This could be completed as a bell
ringer, exit slip, or quick formative
assessment during class.
• At the end of the week, look
through the students’ work to
check for mastery.
• Inform your grade-level English
teachers of approximately how
many of your students mastered
the weekly concept during your
next grade-level meeting or
through email.
• In order to encourage students to
try their best on these tasks,
please assign a small grade for
this work in your classroom grade
book.
Expectations for Content
Area Teachers Continued
• Once the skill has been introduced in English and
practiced in your classroom, please hold students
accountable for each basic skill on all future writing
assignments.
• This will help us build a culture of academic writing
across all subject areas.
Helpful Hints for Implementation
• Save this presentation as your own before you begin
modifying this PowerPoint.
• Add pictures, sounds, animations, etc. to best suit your
teaching style as well as your students’ needs.
• If you already have a presentation created for your bell
ringers and exit slips, copy the task slides into your
existing PowerPoint.
Lesson One: March 14-18
• Topic: Colon for Items in a Series
–A colon should be used after an independent clause
when it is followed by a list.
–This rule applies primarily to academic writing.
Lesson One: March 14-18
Colon for Items in a Series
Examples:
• Julie went to the store for
some groceries: milk,
bread, coffee, and
cheese.
• I have assignments in
several classes: science,
social studies, and math.
Non-Examples:
• Camping supplies: tent, blanket,
flashlight, and sleeping bag.
–This is incorrect because
“camping supplies” is not an
independent clause.
• Tomorrow: make my bed, clean
my room, and wash the dishes.
–This is incorrect because
“tomorrow” is not an
independent clause.
Lesson One: March 14-18
Colon for Items in a Series
• Content Topic:
• Task: Write a sentence with an independent clause that
includes a list using a colon to introduce the items.
Lesson Two: March 21-25
• Topic: Commas with Interrupters→ Nouns of Direct
Address
– Always use a comma when directly addressing
someone/something, regardless of whether the direct
address is at the beginning or end of the sentence.
(http://www.grammarerrors.com/punctuation/commas-in-direct-address/)
Lesson Two: March 21-25
• Commas with Interrupters→ Nouns of Direct Address
Examples:
(http://www.grammarerrors.com/punctuation/commas-in-direct-address/)
•
Ladies and gentlemen, may I have your attention?
–
•
It’s nice to meet you, John.
–
•
(Direct address at beginning of sentence)
(Direct address at end of sentence)
Thank you, my fellow students, for nominating me for Lighthouse.
–
(Direct address in middle of sentence)
Non-Examples:
•
•
•
Boys and girls may I have your attention?
It’s nice to see you again Beth.
Thank you Mrs. West for our ice cream and cookies.
–
(Each is missing a comma separating the noun of direct address.)
Lesson Two: March 21-25
Commas with Interrupters→ Nouns of Direct Address
• Content Topic:
• Task: Write a note to a classmate about the topic you
are studying. Be sure to include a noun of direct
address in your note.
Lesson Three: March 28-April 1
• Topic: Commas with Interrupters → Appositives
– An appositive is a noun or pronoun — often with
modifiers — set beside another noun or pronoun to
explain or identify it.
•If the information is NOT essential to the meaning
of the sentence → use a comma
•If the information is essential to the sentence’s
meaning → do NOT use a comma
(https://owl.english.purdue.edu/owl/resource/596/1/)
Lesson Three: March 28-April 1
Commas with Interrupters → Appositives
Examples:
• The popular US president John Kennedy was known for his
eloquent and inspirational speeches.
– The noun “president” is too general or vague, so the
appositive “John Kennedy” is needed for clarity.
• John Kennedy, the popular US president, was known for his
eloquent and inspirational speeches.
– The noun “John Kennedy” is specific enough for the
meaning to be understood, so the additional information
“the popular US president” is set off by commas.
Lesson Three: March 28-April 1
Commas with Interrupters → Appositives
Non- Examples:
• The popular science teacher,
Ben Lyne, was known for his
humorous side.
–
If the phrase Ben Lyne was removed,
the sentence would lose its meaning,
and the reader would not know which
science teacher. This information is
essential to the sentence’s meaning.
Non-Examples:
• Mrs. West the principal of
Bowling Green Junior High
School was known for her
school spirit and purple pride.
–
This sentence needs a comma
because the phrase “the principal of
Bowling Green Junior High School” is
non-essential.
Lesson Three: March 28-April 1
Commas with Interrupters → Appositives
• Content Topic:
• Task: Write two sentences using appositives.
–One appositive should be essential information.
This sentence should not have a comma.
–The next appositive should be set apart by commas
because you will write descriptive information that is
nonessential to the meaning of the sentence.
Lesson Four: April 11-15
• Topic: Writing Numbers (In All Content Areas Other Than Math)
–Although usage varies, most people spell out
numbers that can be expressed in one or two words
and use figures for other numbers.
(https://owl.english.purdue.edu/owl/resource/593/01/)
–If you begin a sentence with a number, spell it out,
even if it is a date or other number that uses more
than two words.
(http://classroom.synonym.com/write-out-numbers-mla-format-1079.html)
Lesson Four: April 11-15
Writing Numbers
Examples:
•
•
•
I won over six million dollars playing the lottery!
Fourteen people in my class did the extra credit assignment.
In the eighties, people teased their hair and wore tapered jeans.
Non-Examples:
•
100 students won tickets to see Beyonce live in concert!
– The number 100 is less than three words, and it starts a sentence, so
it should be written.
•
•
Correction: One hundred students won tickets to see Beyonce live in
concert!
On 5/18/2016, we will be out of school for Election Day.
– Dates should be written out in standard (Month, Day, Year) format.
•
Correction: On May 18, 2016, we will be out of school for Election Day.
Lesson Four: April 11-15
Writing Numbers
• Content Topic:
• Task: Write three sentences about an important event,
person, or topic you have studied. Include at least two
examples of numbers that are used correctly.
Lesson Five: April 18-22
• Topic: PED Review: Commas in Quotes
– Commas should be used to set off a direct
quotation from the rest of the sentence
– A comma should come before the opening
quotation mark
– If the direct quote is in the middle of a sentence, a
comma should also come before the closing quotation
mark
Lesson Five: April 18-22
PED Review: Commas in Quotes
Examples:
• “Four score and seven years ago,” is how Abraham
Lincoln’s famous Gettysburg Address begins.
• “One book, one pen, one child, and one teacher can
change the world,” says Malala Yousafzai.
• According to renowned scientist Albert Einstein,
"Anyone who has never made a mistake has never tried
anything new."
Lesson Five: April 18-22
PED Review: Commas in Quotes
• Content Topic:
• Task: Write one correctly punctuated sentence
containing a direct quote to cite textual evidence.
Lesson Six: April 25-29
• Topic: PED Review: Ellipses and Brackets
–Ellipses: Sometimes we need to use only part of a quote, but doing this is
tricky because you don’t want to change the meaning. There are some ways to
correctly shorten a quote without damaging it.
(https://owl.english.purdue.edu/owl/resource/577/02)
–Brackets:
If the context of your quote might be unclear, you may add a few
words to provide clarity. Enclose the added material in brackets.
(https://owl.english.purdue.edu/owl/resource/577/02)
Lesson Six: April 25-29
PED Review: Ellipses and Brackets
Examples of Ellipses:
•
Original Quote: The quarterback told the reporter, "It's quite simple. They played a
better game, scored more points, and that's why we lost.
–
The quarterback told the reporter, "It's quite simple. They . . . scored more
points, and that's why we lost."
Examples of Brackets:
•
Original Quote: The quarterback told the reporter, "It's quite simple. They played a
better game, scored more points, and that's why we lost.
–
The quarterback told the reporter, "It's quite simple. They [the other team]
played a better game, scored more points, and that's why we lost."
Lesson Six: April 25-29
PED Review: Ellipses and Brackets
• Content Topic:
• Task: Cite information using the following quote or
textual evidence (Teacher, please insert content topic
related quote). Be sure to omit portions of the quote
using ellipses as well as to add necessary information
through the use of brackets.
Lesson Seven: May 2-6
• Topic: Effective Paragraph Writing
An effective paragraph has the following:
• a clear topic sentence
• several relevant supporting sentences
• sentences of different lengths and purposes
• a concluding sentence
Lesson Seven: May 2-6
Effective Paragraph Writing
Examples:
Bowling Green City Schools sports teams are a
force to be feared! This year the Bowling Green
High School football team won the KHSAA 5A
State Championship. The girls’ soccer team is
awesome as well with the 2015 AHSAA Soccer
Championship win to their credit. On top of that,
the boys’ soccer team won the KHSAA Soccer
Championship in 2015. Can you believe it?
BGISD sports cannot be ignored.
Explanation:
Topic sentence
(exclamatory)
Supporting sentences
Short
sentence
(interrogatory)
Concluding sentence
Lesson Seven: May 2-6
Effective Paragraph Writing
• Content Topic:
• Task: Write a paragraph on a topic relevant to the
subject your class is covering. Remember to include the
following: topic sentence, relevant supporting sentences,
variety of sentences by length and purpose, and a
concluding sentence.
Lesson Eight: May 9-13
Probable Testing Window