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Bell-ringer Activities

Bell-ringer Activities. Objective: to define, understand, analyze and apply concepts, rules and SOLS discussed in class. Guidelines: each bell-ringer will be worth 5 points of a quiz or test grade. COPY ALL QUESTIONS AND ANSWERS FOR FULL CREDIT**. Bell-ringer: Grammar Review.

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Bell-ringer Activities

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  1. Bell-ringer Activities Objective: to define, understand, analyze and apply concepts, rules and SOLS discussed in class. Guidelines: each bell-ringer will be worth 5 points of a quiz or test grade. COPY ALL QUESTIONS AND ANSWERS FOR FULL CREDIT**

  2. Bell-ringer: Grammar Review • COPY numbers 1 through 9 • Write an example beside the name of each “Part of Speech” below that could serve as that “Part of Speech,” when used in a sentence. If you are uncertain, write a question mark beside the name of each part of speech: • 1. Noun:________________ • 2. Conjunction:___________  • 3. Verb:_________________                       • 4. Adjective:_____________ • 5. Pronoun:______________                       • 6. Preposition:____________ • 7. Interjection:____________                    • 8. Adverb:_______________ • 9. Article:________________

  3. Identifying prepositional phrases and subordinating conjunctions. • Copy the following five sentences and underline the prepositional phrases with one line and the subordinating conjunctions with two. • 1. Miles of wooded trails wind within the boundaries of Maymont Park. • 2. Because our house was built in 1748, it’s the oldest house in the Bronx. • 3. Unless I’m mistaken, our estate became parkland in 1888. • 4. The Christmas gifts are inside of my car because Ashley put them there yesterday. • 5. After 11th grade, Amy and Sam began driving to school.

  4. Bell-ringer 3: Vocabulary review • Copy each sentence and fill in the blank with one of our new vocabulary words. • A. Wistful B. Anonymity C. Merriment • D. Muse E. Exultation F. Furnace • G. Initation H. Spontaneous I. Exuberant • 1. Ashley ________ly longed for her lost love. • 2. The seniors displayed great ________ when receiving their diplomas on Graduation day. • 3. The pit was situated near the blast _________about half a mile from the village. • 4. Kayla made ______________ and random decisions: if she decided on visiting the mall, she would change her mind and visit the beach.

  5. BR: review of vocabulary words • Copy down the definition and identify the vocabulary word based on your memory! No flash cards! • 1. Definition: random and impulsive behavior: _______________ • 2. Definition: longing or yearning: ___________ • 3. Definition: a feeling of extreme joy: ________ • 4. Definition: gaiety and fun: __________ • 5. Definition: lively and animated: __________ • 6. Definition: a state of being unknown: _______ • Identify the vocabulary words that are missing from this list!

  6. Vocabulary Review: Visuals

  7. Bell-ringer • Write five sentences using you vocabulary words! 5 minutes.

  8. Vocabulary Review Identify the following vocabulary words. • Joshua was quite a ________ character; With his animated face, he excelled in drama. • The volleyball team celebrated with great _________ after the great victory. • Stevie always celebrated his birthdays with great ________; there were so many fun activities! • The meaning of this word is to be random and impulsive. • The meaning of this word is longing or yearning. • The meaning of this word is to meditate in deep thought. • The meaning of this word is enthusiastic or abundance.

  9. Reminders: • Vocabulary quiz: Thursday! • Update your interactive notebook. Number each page to page 30. • Update your table of contents.

  10. Writing Prompt • On a new page write a minimum of one paragraph in response to this question. You can use your own experiences! • What do you know about peer pressure and how have you seen it influence people?

  11. Bell-ringer • You were each given vocabulary words on Tuesday. • Write five sentences using any five of the vocabulary words. We will share in one moment 

  12. Bell-ringer: subordinating conjunctions review. • Select a subordinating conjunction from the word bank below to complete the four sentences. • After although provided(that) as though • So that before as long as as if • 1. __________ you go, sign the log book • 2. Tyler completed his homework _______ dinner. • 3. __________ it was raining, we still had football practice. • 4. You may attend the party ______ you complete your chores.

  13. Bell-ringer two: Grammar Review • Nouns: • Definition: a noun is a person, place, thing or idea. • Common: any person or thing. • Proper: names a specific person, place or thing. Requires capital letter(s). • Possessive: show that something belongs to a person, place, thing or idea. • Abstract: ideas or concepts- things that you feel or think about. • Concrete: concrete nouns are “sense” nouns. You can see, hear, smell, taste, and/or touch them. Copy this sentence and identify/label each noun: 1. The bailiff asked MayellaEwell to raise her right hand and say, “Do you promise to tell the truth, the whole truth, and nothing but the truth so help you God?”

  14. Common mistakes in grammar • Do you know the difference between there, their, and they’re? • Correct the following passage for mistakes. • My grandparents are so festive! Yesterday, I went to there house for they’re annual Halloween party. They had all of they’re spooky ghosts sprawled across the lawn as well as authentic cobwebs all over their windows. I was impressed! When I arrived, I asked if I could see there candy collection. My grandma replied, “sure, honey, there over their in the cauldron.”

  15. Bell-ringer: Literary Devices Review • COPY EACH QUESTION! • 1. What is the difference between a literary device, a literary element and a literary technique? • 2. Define the following: • Alliteration: • Simile: • Metaphor: • Imagery:

  16. Bell-ringer: Symbolism • Define symbolism. • Identify the symbolic meaning behind each image (think about color, emotion etc).

  17. Bell-ringer: Sentence Structure Write each of the following sentences in your notebook.  Label each as being either correctly formed (C), comma-splice (CS), run-on (R), or fragment (F).  Then, rewrite each incorrect sentence in a correct form. You may invent words, as necessary, to complete the sentences. •      1.   Although John received a gold medal in the 220-meter run. •      2.  However, John lost the next event. •      3.  John is a great athlete and he is continually improving. •      4.  When the bell rings you may go to your next class. •      5.  I made a great grade on the Anglo-Saxon test, I studied. •      6. The grammar quiz will not be difficult it will seem easy, if you study.

  18. Bell ringer: What is a root, a suffix or a prefix? • The word ‘construction’ has three parts: a prefix, a root, and a suffix. • ‘Pre’ = pre-game = before the word. • ‘Root’ = root of a tree = the main part of the word. • ‘Su’ = the ending of the word. • Brainstorm words using the follow prefixes or suffixes: • 1. pre- • 2. con- • 3. logue- • 4. ment- • 5. tion- • 6. anti- • 7. im- • 8. in-

  19. Bell-ringer Activity: Science-Fiction. • Respond to the following question by writing a minimum of three, well formed sentences. What is your favorite science-fiction movie? Why did you enjoy this movie?

  20. Bell-ringer: Response to ‘A Sound of Thunder’ by Ray Bradbury. • Directions: respond to the following question by writing a minimum of three, well formed sentences. If you were allowed to travel back in time, which decade or era would you travel back to? Why?

  21. Bell-ringer: response to the conclusion of ‘A Sound of Thunder’ by Ray Bradbury. Directions: write a min of 3 sentences. Discuss a time when your actions or decisions resulted in a negative effect or consequence: what did you learn from this experience? (relates to foreshadowing in ‘A Sound of Thunder’)

  22. Bell-ringer: Introducing Theme • Directions: 3 sentences min. Think of your favorite T.V. shows. What ideas from those shows and the stories they tell can you connect to your own life? Think of one episode as an example and describe how you learned something from it.

  23. Bell-ringer: response to ‘Harrison Bergeron’ by Kurt Vonnegut. Directions: write a min of 3 sentences. Identify and discuss the advantages and disadvantages of disguising your personal strengths in order to pretend that you were ‘equal’ to another. Example: letting a friend win at a video game or catch the football when they easily could have.

  24. Bell-ringer: Simile and Metaphor Identify these literary devices as a metaphor or as a simile. COPY EACH SENTENCE! 1. The car headlights were as bright as the sun. 2. His face was a barren landscape of sorrow, parted by rivers of tears. 3. His sword was as sharp as a knife. 4. His back pack was like a giant basketball. 5. Their relationship had begun to bud again, after a long and desolate winter. (Write two sentences using a simile and a metaphor.)

  25. Bell-ringer: Imagery • Writing prompt: Imagine you are writing to a letter to a pen pal from the planet Venus. This friend has never seen the sun. Write a letter describing the light and warmth of the sun. Be sure to use sensory details and suggest some “sunny day” activities. • (5 sentence min).

  26. Bell-ringer: When the bell rings, silently read the prompt below: Identify examples of character, imagery, symbolism, conflict and plot. List at least five examples:

  27. Bell-ringer: The Writing Process • Identify the steps of the Writing Process. Additionally, identify a ‘strengthening tip’ from your notes for each step. • Writing step one: • strengthening tip: • Writing step two: • strengthening tip: • Writing step three • strengthening tip: • Writing step four • strengthening tip: • Writing step four • Strengthening tip:

  28. Bell-ringer: Locating main and supporting ideas. • Instructions: glue the text into your interactive notebooks. • After reading the restaurant review, answer the following questions by highlighting and adding notations to the side. • Identify the main ideas (problems) of the complaint • Identify the supporting ideas (the details) • Infer resolutions (pretend you are the manager, calling to win the customer back…what would you do?)

  29. Bell-ringer: Using context clues… • Define the following vocabulary words using context clues from the sentences. COPY EACH SENTENCE! • 1. Bounded to his wheelchair, the two mile walk to school is nothing but a ____________ to Aaron. • 2. My grandma would always _________ under the stairs when thunderstorms would begin. • 3. Ashley ___________ every time the nurse applied the pressure to her wounds.

  30. Bell-ringer: Vocabulary Review..changing the parts of speech. • Copy the following chart and change the parts of speech for each vocabulary word.

  31. Bell-ringer activity: vocabulary review for Quiz on _____________ Copy and complete the sentences below: 1. It remains our duty to do all we can to resolve conflict, confront_________________, reduce poverty and promote good governance. 2. Our technical assistant ________________ the promethean board so that the interactive pen could connect accurately with the screen. 3. Susie ______________________ in fear as the monster crept from under her bed. 4. Considering that Ashley is on crutches, the steep stairs in the high school are nothing but a ______________________ on Ashley’s ability to get to class on time. 5. The football field was bathed in a __________________ light as the players ventured onto the grass for their final game.

  32. Vocabulary Review • Complete four sentences using the following vocabulary words: wince (v), consternation (n), synchronizing (v) and vigilance (n).

  33. Bell-ringer activity: Complete the following matching items.

  34. Vocabulary Review: Synonyms and Antonyms! • Observe and analyze the synonyms and antonyms below. Which vocabulary word could they represent? • 1. Blaze, burn, fire, flame, flare, glow, ignite. • 2. Liberate, set free. • 3. Despise, detest, hate, loathe, scorn. • 4. Inconsistent, capricious, superficial. • 5. Rational, reasonable, supported. • 6. Calm, normal, organized, quiet. • 7. Genuine, real, true. 8. Merciless, cruel.

  35. Bell-ringer activity: Formal versus Informal Tones. • Draw a chart in your notebooks with two columns and two rows: • Place the following tones in either the formal or informal box. Very often, with informal tones we frequently see such contractions as don’t, won’t, it’s etc. • Humorous, grave, objective, casual, controlled, zany, ornate, offhanded, rambunctious, impersonal, elaborate, simple, reserved, experimental and decorous.

  36. Bell-ringer activity: Prefixes and suffixes. • Identify prefixes or suffixes in your new set of vocabulary words. If you are having trouble, refer to the Jigsaw Puzzle on the wall. 1. Abhor: prefix ____ suffix _____ 2. Arbitrary: prefix____ suffix _____ 3. Conservatism: prefix____ suffix _____ 4. Chaotic: prefix ____ suffix _____ 5. Counterfeit: prefix ____ suffix _____ 6. Enfranchise: prefix ____ suffix_____ 7. Implacable: prefix ____ suffix _____ 8. Kindle: prefix ____ suffix _____ 9. Noxious: prefix ____ suffix _____ 10. Flail prefix ____ suffix _____

  37. Bell-ringer: Vocabulary and context clues • Create a two column chart. On the left side, list the vocabulary words that belong in each of these sentences. On the right side, list the context clues. 1. Ashley _______________ the pile of wood near her tent in order to provide warmth for the cold evening. 2. The ___________ atmosphere of the daycare left Mrs. Worthington with a daily headache. 3. My mother _____________ my behavior last night during the game; she detested it so much that I was grounded for 6 months. 4. I felt ______________ inhaling the toxic fumes that filtered into my bedroom from the road construction outside of my house. 5. Brian is a very ______________ little boy. He is often known to bite the other children in his class and never apologizes for the pain he causes. 6. Sam hit his head on something hard as he________________ his arms wildly in the air. 7. Alex was arrested after he attempted to use a ____________ twenty dollar bill at the grocery store.

  38. Bell-ringer: Benchmark Review. • Identify at least 5 fictional literary terms that we have studied so far this year in the two column chart below. On the left side identify the term and on the right side, identify the definition/meaning Also identify elements of plot.

  39. Bell-ringer: The Harlem Renaissance. • Create a KWL chart by identifying this topic: WHAT DO YOU KNOW ABOUT THE HARLEM RENAISSANCE?

  40. Bell Ringer! • Copy and answer the following questions. We will discuss them in five minutes. 1. What is poetry? 2. Identify 4 literary devices used in poetry and their definitions!

  41. Bell-ringer Activity. • Voracious and veracious (adj) • Context clues: Stuart has a voracious appetite and can eat an entire box of cereal in one sitting, but at least he’s veracious about it. • Copy each sentence and fill in the blanks with either voracious or veracious. • Tessa, who has a ______________ interest in worms, spends every free minute digging in the dirt. • No one is more __________________ than Joe; he founded the Honor Society. • Write two sentences using the words voracious and veracious.

  42. Bell-ringer Activity. (always copy the sentences!) • What does the word, voracious mean? • Bizarre and bazaar (noun) • Context Clues: We found the most bizarre cufflinks at the bazaar. • Fill in the blanks with either bizarre or bazaar. • Every weekend he peddles his wares at the ________ on the other side of town. • His behavior is so ___________________ that everyone calls him Weird Walter.

  43. Bell-ringer Activity • Illusion and allusion (nouns) • Context clues: I didn’t get a single one of his allusions, but I managed to create the illusion that I did. • Fill in the blanks with either illusion or allusion. • Did you catch my learned _________________ to Shakespeare? • The kids were entirely fooled by the magician’s _____________.

  44. Bell-ringer: copy the question and answers. Circle the answer.

  45. Bell-ringer: copy each of the sentences below by creating compound-complex sentences.

  46. Bell-ringer Activity!Copy down the meaning of the suffixes –eer and –ist. Brainstorm as many words as you can think of ending with these suffixes.

  47. Bell-ringer Activity! • Paragraph Correction: Find the 15 mistakes and correct them.Big Mouth and ugly girl is a novel by Joyce carol Oates. The story is about a girl who plays basketball and a boy who is a writter for the school newspaper The Rocky River Run. The girl Ursula and the boy Matt eventually get closer as they go through diffecult times in High School.

  48. Bell-ringer • Paragraph Correction: Identify the twelve mistakes and correct them.Little brother is a novel by cory doctorow who is a author from London. The book is about a group of kids living in San francisco during a terrorist attack. The main character Marcus is a technological genius and he wants revenge on the department of homeland security

  49. Bell-ringer: Drama Instruction: Copy and answer the following questions. You may use your notes. • What is the difference between a soliloquy and an aside? • What is the root word of the word, ‘monologue’? • Identify three examples of dramatic conventions? How do they enhance a dramatic text?

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