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.
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.
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.