The Writing Revolution: Weekly Bell Ringer Topics 2015 – th Quarter 6 th, 7 th, and 8 th 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 non- examples 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 . 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 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 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 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 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. (

Lesson Two: March Commas with Interrupters→ Nouns of Direct Address Examples : ( Ladies and gentlemen, may I have your attention? –(Direct address at beginning of sentence) It’s nice to meet you, John. –(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 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 (

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 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. ( –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. (

Lesson Four: April 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 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 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 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 PED Review: Commas in Quotes Content Topic: Task: Write one correctly punctuated sentence containing a direct quote to cite textual evidence.

Lesson Six: April 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. ( –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. (

Lesson Six: April 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 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 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