Language Graduation Exam Objectives (lowest areas of performance)
1) Identify correct pronoun case (I-6)
2) Demonstrate internal parallelism (III-2)
3) Determine correct use of modifiers (I-8)
4) Demonstrate correct use of commas (IV-2)
5) Demonstrate correct use of the apostrophe (IV-5)
Please list bell ringers by grade level. Also post your 20 common questions. By doing it in this format, you can change for all to see. I hope you get much accomplished on your day!
Reading Grad Exam Objectives (lowest areas of performance)
1) Recognize summary statements (II-5)
2) Recognize logic and arguments (III-1)
3) Understand figurative language (III-3)
4) Determine meaning of words (IV-1)
5)
Preview, Predict; Discern organizational patterns (IV 2,3)

10th GRADE BELL RINGERS:

Language:

IV-5 Bell ringer for demonstrate correct use of the apostrophe
the books of the boys, the boys books
the suits of the men, the men's suits
the voice of the people, the peoples voices
the watch of the man, the mans watch
the dogs of the girls, the girls dogs
The Volunteers Club Collected ladies clothing and children toys for the homeless shelter.
Wasnt the class of 01 donating a new trophy case to the school?
The teachers admission tickets are red, while the students tickets are blue.
Our literature class is comparing Ezra Pound and T.S. Eliot poetry.
Matt has been doing weight training exercises, but he isnt ready for competition yet.

III-2 Bell ringer for demonstrate internal parallelism
At Import Motors, the Smiths saw a used Volvo with air-conditioning and leather upholstery.
My grandad enjoys outdoor sport in all seasons: fishing, hiking, and camping.
Only a few of Emily Dickinson's poems were published during her lifetime; all the others were collected, dated, and published after her death.
My sister and I helped Mother by washing the dishes, vacuum-cleaning the carpet, and dusting the furniture.
Yes, while Aunt Jane was in Ireland, she bought hand-knit sweaters, lead-crystal glasses, and a linen tablecloth.
The Queen Mary, once a luxury liner, is noew moored permanently in Long Beach, California, where it serves as a hotel, maritime museum, and a convention
center.
To the audience hearing Beethoven's Fifth Symphony in Carnegie Hall, the performance seemed both successful and powerful.
On our vacation in the Rocky Mountains, Dad insisted that we eat supper early, walk in the woods afterward, and go to bed by 10:30 P.M. each evening.
Your daily exercise routine involves the following: doing sit-ups, working on the parallel bars, and runing ten laps.
Ms. Willis, our principal. requested funds from the Rotary Club to buy computers, to hire a computer specialist, and to open a computer center.

I-6 Bell ringer for identify correct pronoun case


Joel and hope to get tickets for the opening day of the auto show.
Kendra invited T.J. and _ to come over and watch a movie.
Cassie will go with Vinnie and _ to the museum exhibit next week.
Every family has _ problems.
My family and I don’t believe that is an unusual home.
Some people think that _ money is all that matters.
One should always think of _ family first.
Older children bring _ problems from the schools home with _.
Aren’t you amazed at being able to remember all those dates?
I tried to picture wearing a helmet and carrying a spear in an opera.
I-6 Activity
After going over the rules of agreement and doing some sample textbook exercises, these are hands-on exercises that will help reinforce the textbook and get students out of their seats. These exercises also have the design qualities of authenticity, novelty, affirmation, and affiliation.
--Make a 8X10 poster board cards of singular and plural pronouns and place them on the wall on one side of the classroom.
--Make 8X10 poster board cards of antecedents and place them on the wall on the other side of the classroom.
--Students can be assigned to choose a pronoun from one wall and then go to the other wall and pick an antecedent that agrees with it. Both of these words can be placed together on a third wall.

Or you can give the same cards randomly to some students and have them find a student who has the pronouns and antecedents that agrees with their word. If there is an even match of pronouns and antecedents and the last two cards don’t agree, students have to go back and find the error in agreement.


I-8 Bell ringer for determine correct use of modifiers
Procedure:
1. Teach a standard lesson on dangling/misplaced modifiers.
2. Demonstrate how to illustrate a dangling/misplaced modifier, emphasizing the humor of the sentence.
3. Each student will pick a dangling/misplaced modifier to illustrate.
4. Each picture should include an illustration of the dangling/misplaced modifier, the actual sentence underneath it, and a corrected sentence on the back.
5. Supply students with markers to make drawings more effective.
6. After all the illustrations are collected, punch holes in the top of the picture.
7. Using the twine, string all of the illustrations together and hang them from the ceiling in the classroom - thus becoming "dangling."
Sentences to Use:
A woman passed by, leading a springer spaniel in a long black dress.
After trying the combination several times, the lock finally opened.
Disappointed that vacation would soon end, September came all too quickly.
He went to the library wearing a leather jacket.
After reading the paper, the telephone rang.
Working all afternoon, the foundation was completed.
Running from New York to Florida , people ride the Silver Star.
Laughing loudly, the joke pleased the audience.
Forgetting to buy gas, the car wouldn't start.
Typing slowly, the paper seemed endless.

http://www.educationoasis.com/curriculum/LP/LA/dangling_modifier.htm
IV-2 Bell ringer for demonstrate correct use of commas
Insert commas where they are needed in each sentence. If no commas are necessary, write NONE.
1. Please buy bread lettuce milk and orange juice at the grocery store.
2. The abandoned rustic barn is no longer sound enough to use.
3. Do you know Brian why the North Pole has such a cold climate?
4. Yes it is because the sun never rises far above the horizon there.
5. Naturally the bus left early on the only day I was running late.
6. Kurt likes to ski because it is good exercise because he likes to be outdoors and because he enjoys moving quickly.
7. After school we stooped at the library.
8. The security guard who stands inside the bank was a high school athlete.
9. To stay under budget our class decided against an expensive band for the prom.
10. Marissa is a conscientious helpful assistant.

Reading:

III-3 Bell ringer for understanding figurative language
A. Post the following words and definitions. As a bell ringer, have the students play HANGMAN. List the examples (given below the definition) as the clue. Have a different student make up a new example each week.
“Peter Piper picked a peck of pickled peppers”

Alliteration:
Repeated consonant sounds
“Peter Piper picked a peck of pickled peppers”

Assonance:
Repeated vowel sounds
“The June moon loomed over the horizon”

Onomatopoeia:
Words sound like what they are
“The fire crackled and the popcorn popped”

Imagery:
Language that appeals to the senses
“I gazed at the candlelit swirl of white glistening prom dresses”

Metaphor:
A comparison between two unlike things without using connective words
“Her hair was silk”

Simile:
A comparison using “like” or “as”
“She dances like a princess”

Hyperbole:
An exaggeration
“My date last night was the most beautiful girl in the world”

Personification:
Making an inanimate object act like a person or animal
“The fog crept in on little cat feet”

Allusion:
A cross reference to another work of art
“My boyfriend dances like King Kong”

Paradox:
Something that at first seems to contradict itself
“A little learning is a dangerous thing”

Symbolism:
Something represents a completely different thing or idea
“The color black in the book symbolized her darkness”

Antithesis:
Saying the opposite of what you really mean, for effect
“That was a cool move, man”

II-5: Bell ringer for recognizing summary statements

A. When students write a persuasive essay, have them summarize in two to three sentences their position and the main reasons for their position. Have them keep the summary and pass their papers back to the students behind them. That student should read the paper and then write a two to three sentence summary of the position and main points in the paper. The two students should compare their summaries and discuss the differences between them, info that was omitted, etc…
B. Using 8 or 9 different short newspaper articles, give a group of 3-4 students a copy of the same article. Have them write 2-3 sentence summary of the main points in the article. Then, ask the group to compare their summaries and compile a better summary using all of their original summaries.
C. After reading a short story or chapter in a novel, ask a student to summarize the key events. Ask other students to give input. Was anything left out that was critical? What unimportant information was included? Continue practicing summarizing in this way throughout the year.

III-1 Bell ringer for recognize logic and arguments

Syllogisms
1. No doctors are enthusiastic
You are enthusiastic.

2. No old rabbits are greedy.
All black rabbits are greedy.

3. Some eggs are hard-boiled.
No eggs are uncrackable.

4. Some buns are rich.
All buns are nice.

  1. You are not a doctor. (No doctors are you)
  2. No old rabbits are black rabbits. (No black rabbits are old rabbits)
  3. Some hardboiled are not uncrackable OR Some hardboiled are crackable.
  4. Some rich things are nice.
5. No old birds are unscientific.
Some teachers are unscientific.

6. Bridges are not made of paper.
Some bridges are dangerous.

5. Some teachers are not old birds.
6. Some dangerous things are not made of paper.
7. Some jealous queens chemically alter their apples.
No jealous queens are the fairest of them all.

8. Some frogs are really princes.
No real princes smell badly.

9. Some giants smell the blood of an English person.
No beanstalk choppers are giants.

10. Some nasty tunes are played by the Pied Piper
No nasty tunes are easy to resist.

11. Some princesses are bothered by peas.
The Jolly Green Giant is not a princess.

7. Some who chemically alter apples are not the fairest of them all.
  1. Some frogs do not smell badly.
  2. Some English are not beanstalk choppers.
  3. Some Pied Pipers are not easy to resist.
  4. Some bothered by peas are not Jolly Green Giants.
IV-2, 3: Bell ringers for Preview, Predict; Discern organizational patterns
Activity 1: I took several words from a story and put them on a sheet of paper arranged by part-of-speech. In groups, the students wrote a one-two sentence summary of what they thought the story would be about based only upon the words I gave them. As we read the story, we looked back on which group was on the right track.

Activity 2: Previewing headlines, subtitles, captions, chapter titles, charts, etc…We did this with TPCASTT for poetry: the students had to guess at the poem’s meaning looking only at the title.

Activity 3: 5 minute mysteries as bell ringers. Teaches them to look for clues (or symbols) and predict what happened.

IV-1 Bell ringer for determine meaning of words

1.“I’m willing to tell what I know about the matter,” the reporter said, “but I can’t my sources.”
a. Conceal b. defend c. find d. reveal
2. “I’m trying to help you, not (assist, hinder) you!” she exclaimed in annoyance.
3. A utility infielder has to be a very _ player because he is a veritable jack-of-all-trades on the _ diamond.
a. veteran…football b. bersatile…baseball c. experienced…hockey
d. energetic…golf
4. Jonathan Swift once said that he didn’t like people as a group but that he could put up with them _
a. collectively b. regularly c. individually d. occasionally
5. “Don’t take the off the line yet,” Mom told me as I searched around the clothespin bag. “It is still _ to the touch.”
a. laundry…damp b. telephone…dull c. wash…dry d. clothes…dirty
6. If you will supply the dishes for the picnic, I will (furnish, eat) the food.
7. In King Lear, for example, the Fool speaks a great deal of sense but cloaks it in the _ of foolishness.
a. business b. name c. tradition d. guise
8. On the morning of the picnic, the sky was gray and overcast, but suddenly the sun came out and smiled on us (benevolently, adroitly)
9. Providing a powerful defense force for our nation does not mean that we are taking a (belligerent, meticulous) attitude toward any other nation.
10. My first of Nelson’s double-dealing came when I discovered him whispering with my opponent. Prior to that, I had no inkling of my so-called friend’s .
a. intimation…duplicity b. scruntiny…fortitude c. precedent…artifice
d. redress…coercion