Grade 7 ELA Bell Ringers: Clauses and Argument Writing
A six-week set of five-minute daily bell ringers for 7th grade ELA, printed in three two-week segments to prepare students for the Unit 2 language test. Weeks 1-2 focus on adjective and noun clauses and their functions in sentences, with short identification and sentence-combining tasks that include a few lines for written responses. Later segments move to complex sentences, claims and organization, transitions, and concluding statements.
“I need 6 weeks of bell ringer activities (no more than 5 minutes each day) for 7th grade students in ELA to prepare them for their Unit 2 Study Sync language test at the end of the unit. The test contains questions related to the following KY academic standards - L.7.1.A (functions of phrases and clauses in sentences - study sync especially focuses on noun clauses and adjective clauses); L.7.1.B (types of sentences and their ability to express differing relationships, special focus in study sync on complex sentences); W.7.1A and W.7.2.A (introducing claims, organizing arguments and organizing ideas/evidence/reasons); W.7.1.C (using transitions to express relationships between ideas); W.7.1.E (writing effective concluding statements). Please create 6 weeks of bell ringer work that I can print for students, with each day containing a 5 minute activity. These activities will be printed every 2 weeks for students, so please chunk the 6 weeks into 3, 2 week segments, with each segment focusing on a specific group of related skills from the above list.”
Teacher Guide & Tips
- Use each bell ringer as a warm-up at the start of class, keeping it to about five minutes, and review answers briefly with the whole class before moving on to the lesson.
- Discussion question: In the sentence "The student who won the spelling bee studied for three hours every night," what noun does the adjective clause describe, and how do you know?
- Scaffold for struggling readers: Provide the Quick Reference box and have students first find the subject and verb inside the clause before deciding whether it is an adjective or noun clause.
- Extension for advanced students: Ask them to write two of their own complex sentences, one with an adjective clause and one with a noun clause, and label each clause.
- Pacing: Each daily activity should take about five minutes, so allow roughly 30 minutes of total bell-ringer time per week during the two-week segment.
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Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free“I need 6 weeks of bell ringer activities (no more than 5 minutes each day) for 7th grade students in ELA to prepare them for their Unit 2 Study Sync language test at the end of the unit. The test contains questions related to the following KY academic standards - L.7.1.A (functions of phrases and clauses in sentences - study sync especially focuses on noun clauses and adjective clauses); L.7.1.B (types of sentences and their ability to express differing relationships, special focus in study sync on complex sentences); W.7.1A and W.7.2.A (introducing claims, organizing arguments and organizing ideas/evidence/reasons); W.7.1.C (using transitions to express relationships between ideas); W.7.1.E (writing effective concluding statements). Please create 6 weeks of bell ringer work that I can print for students, with each day containing a 5 minute activity. These activities will be printed every 2 weeks for students, so please chunk the 6 weeks into 3, 2 week segments, with each segment focusing on a specific group of related skills from the above list.”
Teacher Guide & Tips
- Use each bell ringer as a warm-up at the start of class, keeping it to about five minutes, and review answers briefly with the whole class before moving on to the lesson.
- Discussion question: In the sentence "The student who won the spelling bee studied for three hours every night," what noun does the adjective clause describe, and how do you know?
- Scaffold for struggling readers: Provide the Quick Reference box and have students first find the subject and verb inside the clause before deciding whether it is an adjective or noun clause.
- Extension for advanced students: Ask them to write two of their own complex sentences, one with an adjective clause and one with a noun clause, and label each clause.
- Pacing: Each daily activity should take about five minutes, so allow roughly 30 minutes of total bell-ringer time per week during the two-week segment.
Grade 7 ELA Bell Ringers: Clauses and Argument Writing
A six-week set of five-minute daily bell ringers for 7th grade ELA, printed in three two-week segments to prepare students for the Unit 2 language test. Weeks 1-2 focus on adjective and noun clauses and their functions in sentences, with short identification and sentence-combining tasks that include a few lines for written responses. Later segments move to complex sentences, claims and organization, transitions, and concluding statements.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free