I offered anexemplifiedanswer to aquestion posedin class.Free! I tweeted anoriginal thesisbased on thetopic/reading, andgave it the#thesiscreateI posed an open-ended questionabout how thetopics/readingswere important inrealms beyondschool.I offered agrounded critiqueof a performance Iattended - theatre,film, music, or art.I explained aconnection Iperceivedbetween thetopics/readingsand historicalevents.I expoundedupon anotherstudent’sresponse withexemplification.I posed an open-ended questionabout how thetopics/readingswere important forstudents.I explained aconnection Iperceivedbetween thetopics/readingsand currentevents.I explainedhow a specificrhetorical lensapplies to thetopic/reading.I explainedsomethingspecific Ilearned as apeer-groupparticipant.I explained aconnection I perceivedbetween thetopics/readings andalternative media:YouTube, Twitter,Instagram, videogames, movies,television.I explained aspecificstrategy I useto write clearlyand effectively.I posed anopen-endedquestionabout thetopic/reading.I explainedsomethingspecific Ilearned as apeer-groupleader.I explained aspecificstrategy I use toguide careful,critical reading.I explained aconnection Iperceivedbetween thetopics/readingsand a reading notdone in this unit.I offered anexemplifiedanswer to aquestion posedin class.Free! I tweeted anoriginal thesisbased on thetopic/reading, andgave it the#thesiscreateI posed an open-ended questionabout how thetopics/readingswere important inrealms beyondschool.I offered agrounded critiqueof a performance Iattended - theatre,film, music, or art.I explained aconnection Iperceivedbetween thetopics/readingsand historicalevents.I expoundedupon anotherstudent’sresponse withexemplification.I posed an open-ended questionabout how thetopics/readingswere important forstudents.I explained aconnection Iperceivedbetween thetopics/readingsand currentevents.I explainedhow a specificrhetorical lensapplies to thetopic/reading.I explainedsomethingspecific Ilearned as apeer-groupparticipant.I explained aconnection I perceivedbetween thetopics/readings andalternative media:YouTube, Twitter,Instagram, videogames, movies,television.I explained aspecificstrategy I useto write clearlyand effectively.I posed anopen-endedquestionabout thetopic/reading.I explainedsomethingspecific Ilearned as apeer-groupleader.I explained aspecificstrategy I use toguide careful,critical reading.I explained aconnection Iperceivedbetween thetopics/readingsand a reading notdone in this unit.

Participation Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. I offered an exemplified answer to a question posed in class.
  2. Free! I tweeted an original thesis based on the topic/reading, and gave it the #thesiscreate
  3. I posed an open-ended question about how the topics/readings were important in realms beyond school.
  4. I offered a grounded critique of a performance I attended - theatre, film, music, or art.
  5. I explained a connection I perceived between the topics/readings and historical events.
  6. I expounded upon another student’s response with exemplification.
  7. I posed an open-ended question about how the topics/readings were important for students.
  8. I explained a connection I perceived between the topics/readings and current events.
  9. I explained how a specific rhetorical lens applies to the topic/reading.
  10. I explained something specific I learned as a peer-group participant.
  11. I explained a connection I perceived between the topics/readings and alternative media: YouTube, Twitter, Instagram, video games, movies, television.
  12. I explained a specific strategy I use to write clearly and effectively.
  13. I posed an open-ended question about the topic/reading.
  14. I explained something specific I learned as a peer-group leader.
  15. I explained a specific strategy I use to guide careful, critical reading.
  16. I explained a connection I perceived between the topics/readings and a reading not done in this unit.