Closing activities for each day

Beat the Clock: Ask a question. Give students 10 seconds to confer with peers before you call on a
random student to answer.

Exit Ticket Folder: Ask students to write their name, what they learned, and any lingering
questions on a blank card or “ticket.” Before they leave class, direct them to deposit their exit
tickets in a folder or bin labeled either “Got It,” “More Practice, Please,” or “I Need Some Help!”—
whichever best represents their understanding of the day’s content.

Students discuss or write:

• What did we learn today?
• So What? (relevancy, importance, usefulness)
• Now What? (how does this fit into what we are learning, does it affect our
thinking, can we predict where we are going)

Fishbowl
Have students write one question they still have or something they have learned
on a slip of paper. I then have students pull one out at a time and read it to the
class. Have them answer it if it is a question and add on to it if it is something
they learned. 
Lesson List
Have students create a cheat sheet of sorts that highlights all the key topics of the
lesson

WORDS PER MINUTE , ss will try to write as many words from the spelling list as they can in 1
minute, they must be careful with the spelling.

WORDS PER MINUTE , ss will try to write as many words from the spelling list as they can in 1
minute, they must be careful with the spelling.
the Teacher
Let students make up questions for you to answer about today’s lesson. In turn, you can ask them
higher order questions to see if they can beat you.

You are Stuck Here Until…

Students work in partners or small groups. One student fingerspells a vocabulary word and the partner
must tell the parameters of the sign. Students must sign their word to you on their way out the door.

We’re Going Where?

Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either
an opener or in closure.
Outline The teacher provides an outline that includes the main points of the lesson. Students supply the
details needed to complete the outline.

 So What?: Have students answer this prompt: What

takeaways from the lesson will be important to know
three years from now? Why?
Students are given a footprint on which they will write what new knowledge or understanding they are
“walking away” from the lesson with.