1. Classroom Items Directions Take out a piece of paper.
Head your paper (write your name, date)
Number one to twenty (1-20)

2. Does your paper look like this?
Bell Ringer
2. This is the heading.
Name
Date
Directions
Take out a piece of paper.
Head your paper (write your name, date)
Number one to twenty (1-20) 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. Holes are on the left side
Does your paper look like this?
11/12/2018
Free Template from

3. Bell Ringer Write as many classroom items as you can in two minutes.
Name
Date
Write as many classroom items as you can in two minutes.
If you get to number twenty, raise your hand.
Let’s do one together.
I see a desk
So I write next to number one, the word desk.
Does everyone understand the directions?
What will you write down?
How many minutes do you have?
How many words do you write on one line?
What do you do if you get to number 20?
Can you work with a partner or should you work silently? *
Are you ready to begin?
On your mark, get set, go.
1. Desk 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The green box in this picture is a desk.
* You should decide based on your class if you will have students work individually or in pairs.
11/12/2018

4. Bell Ringer Turn your paper over. Write the Alphabet.
This is the back of the paper.
A W
B X
C Y
D Z E F G H I J K L M N O P Q R S T U V
Turn your paper over.
Write the Alphabet.
Let’s review our answers.
Who wrote down a classroom item that begins with the letter A? *
Call on each student and add to the class list of items.
Make sure to write on the board each item so that students can spell them correctly.
11/12/2018

5. Classroom Items Activity
Directions
Each group will be given a collection of words.
You must create a large visual on the chart paper with pictures and labels for each of the words in your group.
You must use all the words.
Everyone must work together.
If you do not know the word, use the dictionary to look it up.
In ten minutes each group will have to present their poster to the class.
Explain the directions first.
Then split the class into four groups.
Start the online stopwatch to keep time.
Questions?
What do you have to do?
Who will participate?
Does everyone have to contribute?
Who will present?
How much time will we have?
11/12/2018

6. Precise Vocabulary List
Presentation Time
How can you be a good audience member?
I can be a good audience member by __________________.
Example: I can be a good audience member by maintaining eye contact with the speaker.
I can be a good audience member by listening closely to what they are saying.
You try it: I can be a good audience member by ______(verb with ing) ____________.
Precise Vocabulary List
Listening intently
Paying attention
Focusing my attention on the speaker
Keeping quiet
Asking questions
Not disturbing others
Taking notes on what is being said

7. Precise Vocabulary List
Presentation Time
How can you be an effective presenter?
I can be an effective presenter by __________________.
Example: I can be an effective presenter by speaking loudly.
I can be an effective presenter by maintaining eye contact with my audience.
You try it: I can be an effective presenter by ______(verb with ing) ____________.
Precise Vocabulary List
Speaking loudly
Not covering my mouth
Choosing my words wisely
Projecting my voice
Standing up straight
Maintaining eye contact with my audience
Not talking too fast or too slow

8. Each group should present their classroom blueprint and labels.
Presentation Time
11/12/2018

9. Classroom Items
Day 2

10. Does your paper look like this?
Bell Ringer
2. This is the heading.
Name
Date
Directions
Take out a piece of paper.
Head your paper (write your name, date)
Number one to twenty (1-20) 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. Holes are on the left side
Does your paper look like this?
11/12/2018
Free Template from

11. Bell Ringer Look at the posters from yesterday.
Name
Date
Look at the posters from yesterday.
Write as many classroom items as you can in two minutes.
If you get to number twenty, raise your hand.
Does everyone understand the directions?
What will you write down?
How many minutes do you have?
How many words do you write on one line?
What do you do if you get to number 20?
Can you work with a partner or should you work silently? *
Are you ready to begin?
On your mark, get set, go.
1. Desk 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The green box in this picture is a desk.
* You should decide based on your class if you will have students work individually or in pairs.
11/12/2018

12. Bell Ringer Turn your paper over.
This is the back of the paper.
Turn your paper over.
On the back of your paper, you will copy group of words that your teacher will give you.
Each person must copy the group of words.
*Teacher will pass out words.
Does everyone understand the directions?
What will you write down?
Who needs to write the words?
Can you work with a partner or should you work silently? *
Are you ready to begin?
11/12/2018

13. Classroom Items Activity
Directions
Each group will be given a collection of words.
Cut the words into strips.
Place a piece of tape on the back of each word.
Distribute the words in your group so that each group member has at least one word
You have two minutes to complete this task.
Explain the directions first.
Then split the class into four groups.
Start the online stopwatch to keep time.
Questions?
What do you have to do?
Who will participate?
Where do we get scissors and tape?
How much time will we have?
11/12/2018

14. Classroom Items Activity
Directions
Each group will present their words.
Label groups A,B,C,D
One by one each person will introduce their word to the class.
After presenting the word, they will stand up and attach the word to the item in the classroom.
Everyone will participate.
Explain the directions first.
Then split the class into four groups.
Start the online stopwatch to keep time.
Questions?
What do you have to do?
How will be know whose turn it is?
11/12/2018

15. Precise Vocabulary List
Presentation Time
How can you be a good audience member?
I can be a good audience member by __________________.
Example: I can be a good audience member by maintaining eye contact with the speaker.
I can be a good audience member by listening closely to what they are saying.
You try it: I can be a good audience member by ______(verb with ing) ____________.
Precise Vocabulary List
Listening intently
Paying attention
Focusing my attention on the speaker
Keeping quiet
Asking questions
Not disturbing others
Taking notes on what is being said

16. Precise Vocabulary List
Presentation Time
How can you be an effective presenter?
I can be an effective presenter by __________________.
Example: I can be an effective presenter by speaking loudly.
I can be an effective presenter by maintaining eye contact with my audience.
You try it: I can be an effective presenter by ______(verb with ing) ____________.
Precise Vocabulary List
Speaking loudly
Not covering my mouth
Choosing my words wisely
Projecting my voice
Standing up straight
Maintaining eye contact with my audience
Not talking too fast or too slow

17. Presentation Time Each group will post their words around the room.
As they present the word, all students should repeat the vocabulary word.
(presenter) This is a ____________.
(all) This is a _________.
Presentation Time
11/12/2018

18. Classroom Items
Day 3

19. Does your paper look like this?
Bell Ringer
2. This is the heading.
Name
Date
Directions
Take out a piece of paper.
Head your paper (write your name, date)
Number one to twenty (1-20) 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. Holes are on the left side
Does your paper look like this?
11/12/2018
Free Template from

20. Bell Ringer Write as many classroom items as you can in two minutes.
Name
Date
Write as many classroom items as you can in two minutes.
If you get to number twenty, raise your hand.
Let’s do one together.
I see a desk
So I write next to number one, the word desk.
Does everyone understand the directions?
What will you write down?
How many minutes do you have?
How many words do you write on one line?
What do you do if you get to number 20?
Can you work with a partner or should you work silently? *
Are you ready to begin?
On your mark, get set, go.
1. Desk 2. 3. 4. 5. 6. 7. 8. 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The green box in this picture is a desk.
* You should decide based on your class if you will have students work individually or in pairs.
11/12/2018

21. Bell Ringer Turn your paper over.
This is the back of the paper.
Turn your paper over.
On the back of your paper, write ten classroom items.
Does everyone understand the directions?
What will you write down?
Who needs to write the words?
Can you work with a partner or should you work silently? *
Are you ready to begin?
11/12/2018

22. Precise Vocabulary List
Bell Ringer
This is the back of the paper.
Turn your paper over.
Next to each item, write a question describing the item. (Think Jeopardy)
For example:
(clock) Which classroom item has the numbers one to twelve on its face and is used to tell time?
Your turn: Write the entire question!
Which classroom item ___________? .
Precise Vocabulary List
Can be used to ...
Functions as a …
Has a …
Can be found …
Is…
Looks like …
Resembles a …
11/12/2018

23. Precise Vocabulary List
Presentation Time
How can you be a good audience member?
I can be a good audience member by __________________.
Example: I can be a good audience member by maintaining eye contact with the speaker.
I can be a good audience member by listening closely to what they are saying.
You try it: I can be a good audience member by ______(verb with ing) ____________.
Precise Vocabulary List
Listening intently
Paying attention
Focusing my attention on the speaker
Keeping quiet
Asking questions
Not disturbing others
Taking notes on what is being said

24. Precise Vocabulary List
Presentation Time
How can you be an effective presenter?
I can be an effective presenter by __________________.
Example: I can be an effective presenter by speaking loudly.
I can be an effective presenter by maintaining eye contact with my audience.
You try it: I can be an effective presenter by ______(verb with ing) ____________.
Precise Vocabulary List
Speaking loudly
Not covering my mouth
Choosing my words wisely
Projecting my voice
Standing up straight
Maintaining eye contact with my audience
Not talking too fast or too slow

25. Everyone choose one question to present to the class.
Make sure the audience knows to raise their hand to answer the question.
Presentation Time
11/12/2018