Get my free worksheet on point of view!

This worksheet on point of view and tone has students analyze 12 different excerpts from works such as Extremely Loud and Incredibly Close, Brighton Beach, and Alice in Wonderland looking for the form of narration and how it affects the tone of the passage. It also includes a list of tone words at the end divided by category.

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This worksheet on point of view fits all 4 of my criteria for bell-ringers:

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1. Students need to be able to sit down and start their bell-ringer immediately. That means they aren’t looking for a piece of paper to write on, or a spot in their notebook, or a booklet of work. This means my bell-ringers are handouts they get every single day when they walk into class. They can’t lose them or take their time getting them out. It is available for them to start immediately.

2. Daily bell-ringers are not dependent on anything else in class. If I want all my students to be able to immediately work on their bell-ringers, the bell-ringers can’t be based on something we did the day(s) before. It’s too much hassle to try to get to students who were absent and try to explain a quick concept to them so they can do the bell-ringer. That’s not to say that bell-ringers can’t lead into the class for that day, because that can be a great use of that time, but it’s all within the same class period.

3. My bell-ringers always require student input. Whether that is writing, or multiple choice, etc. It’s something that they produce and can be graded. This creates an incentive for students to get to work on their bell-ringers and take them seriously. This also means that I have to use bell-ringers that are important to student learning. In my classroom, bell-ringers are not there just to fill time or get them in a proper mindset. Bell-ringers help students learn and practice essential skills for my class.

4. As a result of this, my bell-ringers tend to take up more time than the typical 2-4 minutes. I started extending my bell-ringers when I taught middle school. The fewer big transitions I had in my 45 minutes, the better. I would divide my class into 15-20 minute sections, and the bell-ringer was one of those. I would set a timer for about 10 minutes. When that was up, we graded the bell-ringer right then and there. (You can see this post for effective ways to have students grade their own work.) They got immediate feedback, and I got some graded work.

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