BELLWORK ENG III: THE VOICE OF LITERATURE 1

BELLWORK DAY THREE Prepare to set up your ENG III notebook. Label your notebook dividers as follows: 1. General Information / Journal Writing 2. Learning Target Logs 3. Grammar 4. Vocabulary 5. Reading 6. Writing If you only have five tabbed dividers make a label for all of the above but General Information. 2

BELLWORK DAY FOUR COPY EACH OF THE FOLLOWING SENTENCES. PROOFREAD THE SENTENCE AND WRITE IT CORRECTLY. 1. I worked this weekend for a entire day just getting ready for this week. 2. I ain’t sure all the work was worth it. 3. I had to wash clothes, cook meals, shop for groceries, and etc. 4. I did everything accept enjoy myself. 5. Sadly, the affect is that I am extremely tired. 3

JOURNAL DAY FOUR When news (international, national, state, local, family, friends) what are the ways you find out about it. List as many ways as you can think of. 4

BELLWORK DAY FIVE Pick up handout from the bookcase and complete on your own. This is INDEPENDENT work, which means it is to be worked on by yourself. That means no one helps you. 5

BELLWORK DAY EIGHT Pick up the handout from the bookcase and begin work. USE YOUR OWN PAPER. Please do this work ALONE. Fold your paper in half upon completion and wait quietly for instructions. – Glossary of Usage Review Ex. A. 6

BELLWORK DAY NINE JOURNAL WRITING Write for five minutes in response to the following prompt. Be prepared to discuss your thoughts. What do you know about John Smith? The Jamestown colony? 7

BELLWORK DAY TEN JOURNAL WRITING Write for five minutes in response to the following prompt. Be prepared to discuss your thoughts. What is a theme? What themes have you seen in the things we have read so far? List as many as you can think of. 8

EXIT TICKET DAY TEN Exit Ticket: What universal themes do you find in James Smith’s and Richard Frethorne’s writings? Did the themes you identified at the beginning of class change from what you originally wrote? If so, why? 9

BELLWORK DAY ELEVEN Pick up the handout from the bookcase and begin work. USE YOUR OWN PAPER. Please do this work ALONE. Fold your paper in half upon completion and wait quietly for instructions. – Exercise Three 10

BELLWORK DAY TWELVE JOURNAL WRITING Write for five minutes in response to the following prompt. Be prepared to discuss your thoughts. List the things you might say or do to persuade Ms. Hedrick to let the class have a party tomorrow. Would you say things that weren’t true to talk her into it? 11

12 BELLWORK DAY THIRTEEN TO BE TURNED IN: Write a thesis statement in which you choose a stance over the following topic: Many junior high and high schools around the country now require students to spend a certain number of hours each term doing volunteer work or community service. Some people believe this is an excellent idea that promotes good citizenship and cultivates compassion. Others feel that forced volunteerism is not volunteerism at all. How do you feel about this issue? Make sure that you have all the necessary components of a thesis by marking yours in the following way: Underline your topic or subject Draw a square around your claim Draw a circle around your universal theme(s) Draw a check mark ( ) over your arguable adverb Number your three points (1,2,3)

13 Taken from Amsco’s Preparing for the ACT: English, Reading, and Writing, pp BELLWORK DAY 14 RUN-ON SENTENCES: Copy the notes below. Place in the Grammar Section of your notebook. A run-on sentence consists of two or more independent clauses with no punctuation or connector between them. Run-on sentences must be corrected. Run-on: We headed off to the game during the rain the rain stopped before we got there. Corrected: We headed off to the game during the rain. It stopped before we got there. [Change the run-on sentence into two separate sentences.] OR We headed off to the game during the rain, but it stopped before we got there. [Use a comma and the connector or conjunction but between the clauses.] OR We headed off to the game during the rain; the rain stopped before we got there. [ Use a semicolon between the clauses.]

14 Taken from McDougall Littell’s The Language of Literature: American Literature, pp “The Examination of Sarah Good” Purpose for Reading 1. Summarize your reading. 2. Make a list of loaded language, loaded questions, and/or propaganda used in the text. 3. What is the author’s purpose? (See your notes on author’s purpose, if necessary). 4. List three specific things from the text that “prove” to you what the author’s purpose is. 5. Write a thesis statement to state your claim about the author’s purpose.

15 Taken from Amsco’s Preparing for the ACT: English, Reading, and Writing, p 35 BELLWORK DAY 15 COMMA SPLICES: Copy the notes below. Place in the Grammar Section of your notebook. A comma splice is like a run-on sentence, except that a comma separates the two clauses. Comma splices must be corrected. Comma Splice: The computer is an invaluable tool, it links together millions of people. Corrected: The computer is an invaluable tool because it links together millions of people. [Insert the connecting word or conjunction because to replace the comma.] OR The computer is an invaluable tool; it links together millions of people. [Replace the comma with a semicolon.] OR The computer is an invaluable tool. It links together millions of people. [ Make two separate sentences.]

16 Taken from McDougall Littell’s The Language of Literature: American Literature, pp “History Clashes with Commercialism” Purpose for Reading 1. Summarize your reading. 2. Make a list of loaded language, loaded questions, and/or propaganda used in the text. 3. What is the author’s purpose? (See your notes on author’s purpose, if necessary). 4. List three specific things from the text that “prove” to you what the author’s purpose is. 5. Write a thesis statement to state your claim about the author’s purpose.

17 Taken from Amsco’s Preparing for the ACT: English, Reading, and Writing, p 36 BELLWORK DAY 16 Proofread the sentences below and write them correctly. If a sentence is correct write C after the sentence. You may use your notes from the previous days. 1. I like to use my computer for research when I have to write a paper. 2. Referees in professional football use instant replays for close calls they also use them after the two-minute warning. 3. When I make cupcakes, I usually use a box of cake mix. 4. The officer turned on his siren, the car pulled over to the side of the road. 5. Running through the rain, the player headed toward the clubhouse.

18 BELLWORK DAY 17 Pick up the handout from the bookcase. Complete and be ready to discuss. The Crucible Anticipation Guide

19 Taken from Amsco’s Preparing for the ACT: English, Reading, and Writing, p 38 BELLWORK DAY 22 SENTENCE FRAGMENTS: Copy the notes below. Place in the Grammar Section of your notebook. A sentence must contain a subject and a predicate. The SUBJECT of a sentence usually tells what the sentence is about. The PREDICATE of a sentence tells about the subject or tells what the subject is doing. It must also make sense on its own. A SENTENCE FRAGMENT is a part of a sentence that is written as though it were a sentence but does not meet the three criteria of a complete sentences: 1. It must have a subject. 2. It must have a predicate. 3. It must express a complete thought. Some sentence fragments may appear to be acceptable sentences.