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Bell Ringer: Vocabulary

Bell Ringer: Vocabulary. DIRECTIONS : 1. Write the following sentence in your Vocab section. 2. Using your context clues , compose your own definition of “ reverent. ” She used a reverent tone when speaking at her late uncle’s funeral. Reverent (adj.) = ?. Bell Ringer: Vocabulary.

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Bell Ringer: Vocabulary

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  1. Bell Ringer: Vocabulary • DIRECTIONS: 1. Write the following sentence in your Vocab section. 2. Using your context clues, compose your owndefinition of “reverent.” • She used a reverent tone when speaking at her late uncle’s funeral. • Reverent (adj.) = ?

  2. Bell Ringer: Vocabulary DIRECTIONS: 1. If the following definition differs from yours, replace it with this one. 2. Write your own original sentence using “reverent.” • Reverent (adj.) = deeply respectful A reverent child following instructions to be quiet.

  3. Bell Ringer: Vocabulary • DIRECTIONS: 1. Write the following sentence in your Vocab section. 2. Using your context clues, compose your owndefinition of “irreverent.” • The comedian told an irreverent joke about the Pope. • Irreverent (adj.) = ?

  4. Bell Ringer: Vocabulary DIRECTIONS: 1. If the following definition differs from yours, replace it with this one. 2. Write your own original sentence using “reverent.” • Irreverent (adj.) = lacking respect (antonym for reverent) This is an irreverent image of Jesus Christ.

  5. BrainSTORM!!!! SWBAT quickly brainstorm thesis statements and examples. SWBAT evaluate quality of brainstorming. Homework: Complete the last brainstorming organizer on your handout.

  6. Why do I have to brainstorm? • Brainstorming… • Allows you to focus more on how you will express your ideas rather than worry about what you will write. • Helps you “test” your ideas before writing your essay.

  7. How do I “test” my ideas? • Follow these steps: • Step One: Are your three subtopics all different, specific, and logical (DSL)? • Step Two: Are all of your examples (A & B under each subtopic) different, specific, and logical (DSL)? • If your answer to each question is “yes,” you’re ready to begin writing your draft!

  8. Which place would you most like to visit—Africa, China, or Alaska—and why?

  9. BrainSTORM!!! Practice • Our goal for today is to develop strong ideas in under six minutes. • In the next available space on your worksheet, you will respond to the question on the next slide. • At the end of six minutes, you will hand your graphic organizer to a buddy for evaluation.

  10. Go! • Which holiday has the most meaning for you—The Fourth of July, Thanksgiving, or Christmas—and why?

  11. Evaluation • Use the questions from our notes to evaluate your partner’s graphic organizer. • Give your partner one point for every “yes” awarded. (Their score will be out of 4 points.)

  12. BrainSTORM!!!! Independent Practice • Students will arrange their desks in a circle with the buzzer placed at the center. • When I say go, you will race to complete their graphic organizers. The first finished will race to the middle of the room and hit the buzzer. • The first student finished will read their graphic organizer. A randomly selected student will rate the graphic organizer given today’s questions. • Winners do not have to do tonight’s homework!

  13. Go! • Which is most important to you—money, power, fame—and why?

  14. Go! • Which is most important to you—being popular, accomplishing things, being organized—and why?

  15. Go! • Where would you prefer to be right now—mountains, desert, beach—and why?

  16. Go! • Is there too much fighting on T.V.? Why or why not?

  17. Go! • How do you have the most fun—alone, with a large group, with a few friends—and why?

  18. Closing • What questions do I need to ask if I want to check my ideas? • How quickly do we want to finish our graphic organizers? • Why do we brainstorm?

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