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Before starting the novel study Unwind, I had students complete a pre- and post-reading anticipation guide. The questions dealt with the philosophical issues that the characters encounter in the novel. I went a step further in that when they finished the anticipatory guide post-reading, I had them pick one of the questions and reflect in writing why their opinion did or did not change.

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In my sixth hour class, we reviewed information from Chapter 8 - Civil War. Brian Durgin introduced the activity by having the kids hold up signs whether it is true or false or true with modification.

Brian projected statements and students had to determine whether it was true or not and they had to find the corresponding pages to answer the statements. It was a great activity because the kids had to defend their answers.

Attached is a screenshot of a sample question.

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I have used anticipatory guides a couple of times. I have used them 8th grade Earth Science and 6th grade Social Studies. Whenever doing this activity, you must have the statements visual for the students to be able to reference, pictures and sentence stems would also be great. Pictures that might hint at the answer would be awesome. Who cares if you are giving hints. If you want them to know the information anyway, why not try and sneak it in to them.  The example isn't the greatest. I didn't add pictures or expect a verbal response. They just had to vote with their feet by moving to one side of the room based on whether it was true or not.

https://docs.google.com/a/isd535.org/presentation/d/11olHDDyXfxL9A4F1Z0eJit9pu58mG1yJ6mB7ldRnyE4/edit?usp=sharing

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During 6th grade Social Studies we did True/not true hold up cards. It went great. I think it really helped because the kids had to support their answers with textual evidence. Each slide had a sentence frame that they could use or something similar and it showed the statement. They had to investigate.
It would be a great activity to combine with socrative seminar or small group debates and discussion so it is not always lower level thinking. To look at the presentation see below.

https://docs.google.com/a/isd535.org/presentation/d/16T-TtPk5-mca5tQUpoaA8z01rgL8WYzSCJfuvXQWL2k/edit?usp=sharing

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The social studies teacher and I created an anticipatory guide for one of the units about the discovery of the Americas. Students had some background knowledge about the topic, and using that, we asked them a series of opinion questions about topics they had read about and topics they would be reading about. Students then had to support their answers with their reasoning using evidence from the text.

We also used the bounce cards to encourage students to discuss what they were reading with each other. Students were able to have much better conversations with the sentence starters than they would have had without them. They gave them some direction and a place to start.

Both strategies encouraged students to do the thinking and required them to support their statements with sound reasoning. They also increased student engagement and participation.