Mr. McGaughy's Blog

“Things may come to those who wait…but only the things left by those who hustle.” – Abraham Lincoln

The Week of September 26

Posted by Jay McGaughy on September 26th, 2016

Monday, Sept. 26

Bell Ringer: p. 216; Interpreting Maps

In Class: Students copied assignments for the week.

We discussed the work that students should complete by the end of the period which included the following:

  1. Finish Reciprocal Teaching
  2. Complete Section 1 Assessment, #’s 1-6 on page 217 with your Reciprocal Teaching Group
  3. Take ‘The Early Hebrews’ Matching Quiz with your Reciprocal Teaching Group

Assignment: None

Tuesday, Sept. 27

Bell Ringer:

In Class:

Assignment: Complete both Section 2 and 3 Assessments before returning to class

Wednesday, Sept. 28

Bell Ringer:

In Class:

Assignment: Study for Jewish Beliefs and Texts Fill-in-the-Blank Quiz

Thursday, Sept. 29

Bell Ringer:

In Class:

Assignment: Study for Judaism over the Centuries True/False Quiz

Friday, Sept. 30

Bell Ringer:

In Class:

Assignment: Study for The Hebrews and Judaism Test – Test is Monday!

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The Week of September 19

Posted by Jay McGaughy on September 19th, 2016

Monday, Sept. 19

Bell Ringer: pp. 108-109; Analyzing Visuals

In Class: Students copied their assignments for the week.

We then completed Section 3 Assessment, #’s 1-5 today in class.

Students then completed The Middle and New Kingdoms True/False Quiz.

We then discussed Ancient Egypt and Kush (Art and Writing – SLIDES #21-22).

We then read ‘Egyptian Achievements’ on pages 106-110 and annotated students’ notes.

Assignment: Study for Egyptian Achievements Fill-in-the-Blank Quiz

Tuesday, Sept. 20

Bell Ringer: p. 112; Interpreting Maps

In Class: Students in 1st and 3rd periods finished reading ‘Egyptian Achievements’ beginning on page 108.

Students then completed Section 4 Assessment, #’s 1-4 on page 110.

Once students finished Section 4 Assessment, they reported to my desk to receive a copy the Egyptian Achievements Fill-in-the-Blank Quiz.

Students wrote their answers to quiz on the back of their sections assessments and then returned to my desk to have their quizzes graded.

Once students received their quiz grades they completed the following questions from Chapter 4 Review:

  • p. 119; #’s 1-4
  • p. 120; #’s 14-15, 17
  • p. 121; #’s 1-7

If time permitted, students studied for tomorrow’s test.

Assignment: Study for Ancient Egypt and Kush Test – Test is tomorrow!!!

Wednesday, Sept. 21

Bell Ringer: NAME: Your Name; SUBJECT: Ancient Egypt and Kush; PERIOD: 1st, 3rd, 5th, or 6th; DATE: 9-21-16

In Class: Students completed the Ancient Egypt and Kush test today in class.

Students then read ‘The Early Hebrews’ on pages 212-217.

Students then completed Section 1 Assessment, #’s 1-6 on page 217.

Assignment: Ancient Egypt and Kush Test Today!

Thursday, Sept. 22

Bell Ringer: p. 213; Interpreting Maps

In Class: Students received back their Ancient Egypt and Kush Test scores.

Students then organized their binders using the same system as for the previous topics.

Students received notes sheets for Reciprocal Teaching.

We then discussed the protocol for Reciprocal Teaching.

Students were assigned to groups for Reciprocal Teaching.

Students began working on Reciprocal Teaching for The Early Hebrews.

Assignment: Study for The Early Hebrews Matching Quiz

Friday, Sept. 23

Bell Ringer: pp. 214-215; Reading Time Lines

In Class: We graded bell ringers today.

Students returned to their Reciprocal Teaching groups and continued completing the protocol for The Early Hebrews.

Students will take The Early Hebrews Matching Quiz either Monday or Tuesday.

Assignment: Have a great weekend!!!

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The Week of September 12

Posted by Jay McGaughy on September 12th, 2016

Monday, Sept. 12

Bell Ringer: pp. 98-99; Analyzing Visuals

In Class: We completed our review Section 1 Assessment, #’s 1-5 from page 93.

Students then completed the Geography and Ancient Egypt Fill-in-the-Blank Quiz.

We then discussed Ancient Egypt and Kush (The Old Kingdom, Spiritual Life in Egyptian Society, The Pyramids – SLIDES #10; 16-20).

We read together ‘The Old Kingdom’ on pages 94-99 and annotated students’ notes.

We will review in class tomorrow Section 2 Assessment, #’s 1-5 from page 99.

Assignment: Study for The Old Kingdom Matching Quiz

Tuesday, Sept. 13

Bell Ringer: p. 101; Biography: Analyze

In Class: We read together ‘The Old Kingdom’ on pages 94-99 and annotated the students’ notes.

We then reviewed Section 2 Assessment, #’s 1-5 on page 99.

Students then completed The Old Kingdom Matching Quiz.

Assignment: None

Wednesday, Sept. 14

Bell Ringer: p. 102; Interpreting Maps

In Class: I had to be out half a day today to attend a funeral; therefore, students completed the following work:

  • Read ‘Ancient Kush’ on pages 111-117
  • Complete Section 5 Assessment, #’s 1-6 on page 117
  • Take the Ancient Kush Matching Quiz

Students could then work on assignments from other classes or read a book.

Assignment: None

Thursday, Sept. 15

Bell Ringer: p. 103; Analyzing Visuals

In Class: Students received today an exhaustive study plan for Topic 3 Test on Ancient Egypt. Students were encouraged to get their phones from their lockers and return to class between classes to take pictures of the study plan. The test will be Wednesday, September 21.

We then discussed Ancient Egypt and Kush (The Middle Kingdom, Society and Economy in Ancient Egypt, Disorder and a New Order: The New Kingdom, The Egyptian Empire, Akhenaten and Religious Change, Decline of the Egyptian Empire, and Daily Life in Ancient Egypt: Family and Marriage; Slides #11-15 and #23-32).

Assignment: Study for The Middle and New Kingdoms True/False Quiz

Friday, Sept. 16

Bell Ringer: p. 107; Analyzing Visuals

In Class: We graded this week’s bell ringers.

We then discussed Ancient Egypt and Kush (Akhenaten and Religious Change, Decline of the Egyptian Empire, and Daily Life in Ancient Egypt: Family and Marriage; Slides #11-15 and #23-32).

We read ‘The Middle and New Kingdoms’ on pages 100-104 and annotated the students’ notes.

Assignment: Study for Egyptian Achievements Fill-in-the-Blank Quiz

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The Week of September 5

Posted by Jay McGaughy on September 6th, 2016

Monday, Sept. 5

Bell Ringer: Labor Day! – No School

In Class: Labor Day! – No School

Assignment: Labor Day! – No School

Tuesday, Sept. 6

Bell Ringer: p. 91; Interpreting Maps

In Class: We were scheduled to complete Interim Assessments today in class. However, during 6th and 1st periods, we experienced technical difficulties. We will complete the Interim Assessments tomorrow during class for these two class period.

Since we experienced those technical difficulties, 6th and 1st periods returned to class and students organized their binders by taking everything out of their binders that had any writing on it, placing said items into a sheet protector, taping closed the top of the sheet protector, and writing Topic 2 on the outside of the sheet protector before placing it in the Previous Topics section of their binders.

Students copied tonight’s assignment.

I distributed copies of the notes for Topic 3 Presentation: Ancient Egypt and Kush.

We then discussed Ancient Egypt and Kush (Egyptian Civilization: The Gift of the Nile, The Impact of Geography, The Old and Middle Kingdoms, The Old Kingdom – SLIDES #1-9).

5th and 3rd Periods completed Interim Assessments today in class. These students will complete today’s lesson tomorrow.

6th and 1st Periods will complete Interim Assessments tomorrow.

Assignment: None

Wednesday, Sept. 7

Bell Ringer: p. 91; Interpreting Maps

In Class: 6th and 1st periods completed the Interim Assessments today in class.

3rd and 5th periods organized their binders by taking everything out of their binders that had any writing on it, placing said items into a sheet protector, taping closed the top of the sheet protector, and writing Topic 2 on the outside of the sheet protector before placing it in the Previous Topics section of their binders.

Students copied tonight’s assignment.

I distributed copies of the notes for Topic 3 Presentation: Ancient Egypt and Kush.

We then discussed Ancient Egypt and Kush (Egyptian Civilization: The Gift of the Nile, The Impact of Geography, The Old and Middle Kingdoms, The Old Kingdom – SLIDES #1-9).

All four World History to 1500 classes are now on the same pacing sequence.

 

Assignment: None

Thursday, Sept. 8

Bell Ringer: p. 95; analyzing Visuals

In Class: I attended Professional Development today; therefore, the students completed the following assignments in preparation for tomorrow’s quiz:

  1. Read ‘Geography and Ancient Egypt’ on pages 90-93
  2. Complete Section 1 Assessment, #’s 1-5 on page 93

Students completed the following assignments in preparation of next week’s lesson:

  1. Read ‘The Old Kingdom’ on pages 94-99.
  2. Complete Section 2 Assessment, #’s 1-5 on page 99

Students who finish both of these assignments in class today may read or work on assignments from other classes.

Assignment: Study for Geography and Ancient Egypt Fill-in-the-Blank Quiz

Friday, Sept. 9

Bell Ringer: pp. 96-97; Analyzing Visuals

In Class: We graded bell ringers today in class.

Students received back their Mesopotamia and the Fertile Crescent test scores.

We read ‘Geography and Ancient Egypt’ on pages 90-93 and we annotated the notes that we took on either Tuesday or Wednesday.

We concluded class by reviewing Section 1 Assessment that students completed in class yesterday.

I had scheduled the Geography and Ancient Egypt Fill-in-the-Blank Quiz for today; however, we did not have time to complete the quiz. Therefore, the quiz will be on Monday.

Assignment: Have a great weekend!

 

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The Week of August 29

Posted by Jay McGaughy on August 29th, 2016

Monday, Aug. 29

Bell Ringer: pp. 72-73; Analyzing Visuals

In Class: Students copied their assignments for the week.

Students then took notes on the following topic:

We discussed the upcoming test on Mesopotamia and the Fertile Crescent. The test specifications are as follows:

  • #1-10 Completion
  • #11-20 Matching
  • #21-30 Matching
  • #31-50 True/False
  • #51-85 Multiple Choice

We also discussed the items that students have to study for Friday’s test. Those items include:

  • Bell Ringers – do not study
  • Notes – read at least 3x
  • Literacy Strategies – none
  • Section Assessments – at least 3x

We then discussed how to study for the test. We listed the following strategies:

  1. Read your notes
  2. Review section assessments
  3. Study all vocabulary (bold and highlighted)
  4. Re-read all four sections of Chapter 3 (maybe) reading one per night this week
  5. Flashcard/Notecards

I read “Sumerian Achievements” on pages 69-73 with the students.

Assignment: Study for Sumerian Achievements Fill-in-the-Blank Quiz

Tuesday, Aug. 30

Bell Ringer: p. 77; Analyzing Primary Sources

In Class: Students who were not here yesterday were instructed to copy the week’s assignments into their agendas.

Students worked with their 3:00 appointments to complete Section 3 Assessment, #’s 1-5 on page 73. Students performed  self-assessments for this assignment and gave themselves scores (20 points/BRONZE).

Students then completed the Sumerian Achievements Fill-in-the-Blank Quiz (20 points/GOLD).

We then discussed appropriate behavior with the substitute teacher tomorrow and the assignments that students will complete with the sub tomorrow.

Assignment: Mesopotamia and the Fertile Crescent Test if Friday

Wednesday, Aug. 31

Bell Ringer: p. 78; Interpreting Maps

In Class: I had professional development today; therefore, students completed the following assignments in class today:

  1. Read ‘Later Peoples of the Fertile Crescent’ on pages 76-81.
  2. Complete Section 4 Assessment, #’s 1-5 on page 81.
  3. Complete Chapter 3 Review
    • p. 83, #’s 1-8
    • p. 84, #’s 13-16, 18-21
    • p. 85, #’s 1-7

Assignment: Study for Later Peoples of the Fertile Crescent Multiple Choice Multiple Choice Quiz

Thursday, Sept. 1

Bell Ringer: pp.80-81; Interpreting Maps

In Class: We graded bell ringers (20pts./Silver).

We then reviewed Section 4 Assessment, #’s 1-5 on page 81 that students completed yesterday in class (20pts./Bronze).

Students completed the Later Peoples of the Fertile Crescent Multiple Choice Quiz (20pts./Silver).

We then previewed tomorrow’s test and answered the following test questions together:

  • #1-3 Completion
  • #11-13 Matching
  • #21-22 Matching
  • #31-34 True/False
  • #52, 54, 56, 59, 60, 69, 72, 74

Assignment: Study for Mesopotamia and the Fertile Crescent Test

Friday, Sept. 2

Bell Ringer: NAME: Your Name; SUBJECT: Mesopotamia and the Fertile Crescent; PERIOD: 1st, 3rd, 5th, 6th; DATE: 9-2-16

In Class: Students completed their Mesopotamia and the Fertile Crescent Test (100pts./Gold).

Students could then either read a book or work on assignments from other classes.

Assignment: Enjoy your 3-day weekend!

 

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The Week of August 22

Posted by Jay McGaughy on August 22nd, 2016

Monday, Aug. 22

Bell Ringer: p. 59; Interpreting Maps

In Class: Students were provided an example of a proper MLA heading for their bell ringers as well as an example of how to correctly set up each day’s bell ringer and how to accurately answer bell ringer questions for Interpreting Maps. Examples will be provided for the various types of bell ringer questions as we get to them, respectively.

Students copied tonight’s assignment. See below.

Students received back their Week 2 Bell Ringers (20 pts./Bronze) and their TSAaEC Tests (100 pts./Gold).

Students then organized their binders by taking everything out of their binders except for today’s bell ringer and placing all the items into a sheet protector, writing Topic 1 on the outside of the sheet protector with a Sharpie, taping closed the sheet protector, and placing it in the Previous Topics sections of their binders.

Students then took notes on the following topic:

I then read “Geography of the Fertile Crescent” on pages 58-61 to the students.

We then began completing together the Section 1 Assessment, #’s 1-4 on page 61. We will complete the Section Assessment tomorrow in class.

Assignment: Study for Geography of the Fertile Crescent True/False Quiz.

Tuesday, Aug. 23

Bell Ringer: pp. 62-63; Interpreting Maps

In Class: We completed the remaining questions of the Section 1 Assessment on page 61 (20 points/Bronze).

Students then completed the Geography of the Fertile Crescent True/False Quiz (20 points/Silver).

Students then took notes on the following topic:

Assignment: None

Wednesday, Aug. 24

Bell Ringer: p. 65; Interpreting Maps

In Class: Students then took notes on the following topic:

Assignment: None

Thursday, Aug. 25

Bell Ringer: pp. 66-67; Analyzing Visuals

In Class: Students then took notes on the following topic:

I then read “The Rise of Sumer” on pp. 64-68 to the students.

We also began completing together the Section 2 Assessment, #’s 1-4 on page 68. We will complete the Section Assessment tomorrow in class.

Assignment: Study for The Rise of Sumer Matching Quiz.

Friday, Aug. 26

Bell Ringer: p. 71; Analyzing Information

In Class: We graded Week 3 Bell Ringers today (20 pts./Silver).

We then completed the remaining questions of the Section 2 Assessment on page 68 (20 points/Bronze).

Students completed The Rise of Sumer matching quiz (20 pts./Silver).

Students then took notes on the following topic:

Assignment: Have a great weekend!

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The Week of August 15

Posted by Jay McGaughy on August 15th, 2016

Monday, Aug. 15

Bell Ringer: Why did equality exist between men and women during the Paleolithic Age?

In Class: Students copied tonight’s assignment.

I returned the students’ bell ringers from last week and the students’ The Stone Ages quiz. Students should place the bell ringers behind the Bell Ringer tab in their binders and place The Stone Ages quiz behind the Section Assessment tab in their binders.

We reexamined a cave painting that we viewed last week. Students had the same picture and were able to label what they saw. We then developed a theory as to why this particular cave painting was created. We then read about the cave painting and we read the theories that social scientist have advanced about this cave painting.

Students then went into the hallway and were able to examine five more artifacts from the same cave. The students labeled what they saw using the pictures of the artifacts on their sheets of paper. The students then developed their own theories about why the artifacts were created or what the artifacts were used for. Students then read about each artifact and read the theories social scientist have developed about each artifact. We then reviewed all of this information together.

Assignment: Begin studying for The Stone Ages and Early Cultures Test. The test will be either Wednesday or Thursday.

Tuesday, Aug. 16

Bell Ringer: Why did the equality that existed between men and women during the Paleolithic Age erode during the Neolithic Age?

In Class: Students copied assignments for both tonight and tomorrow tonight.

Students then worked together to create clock appointments for future partner work that will be done in class.

We continued our study of The Stone Ages and Early Cultures (Otzi the Iceman, Emergence of Civilization, Urban Focus, New Political and Military Structures, New Social Structure Based on Economic Power, and Development of More Complexity in a Material Sense).

Assignment: All students should have their binders, tab dividers, sheet protectors, paper, and novels in class tomorrow and every day thereafter.

Wednesday, Aug. 17

Bell Ringer: What do think about Otzi the Iceman and the theories about his life?

In Class: Students copied their assignments for the remainder of this week.

We then organized the students’ binders. Tab dividers should be labeled Bell Ringers, Notes, Literacy Activities, Section Assessments, and Previous Topics in that order.

We continued our study of The Stone Ages and Early Cultures (Emergence of Civilization, Urban Focus, New Political and Military Structures, New Social Structure Based on Economic Power, and Development of More Complexity in a Material Sense, Distinct Religious Structures, Development of Writing, New and Significant Artistic and Intellectual Activity).

Students worked with their 12:00 appointments to write a 10-question test based on the provided objectives. Students will have time to finish this activity tomorrow in class.

Assignment: The Stone Ages and Early Cultures Test is tomorrow. will be FRIDAY!!!

Thursday, Aug. 18

Bell Ringer: What did you think about the activity we completed in class on Monday (artifacts and theories)?

In Class: Students worked with their 12:00 appointments to write a 10-question test based on the provided objectives.

Students then returned to their respective desks and then swapped the tests they wrote with their 1:00 appointments.

Students completed the tests they received. Students attempted to answer all the questions without using their notes the first time. The second time, students used their notes to answer any questions they did not answer on their first attempt.

Students could either study for tomorrow’s test or read a novel with the time remaining in class.

Assignment: Study for The Stone Ages and Early Cultures Test. Test tomorrow!

Friday, Aug. 19

Bell Ringer: Explain how you studied outside of school for today’s test.

In Class: Students submitted this week’s bell ringers. Improper MLA headings resulted in a 10% deduction in score. Bell ringers were graded based on completion at four points each. This will be a 20 point, BRONZE grade.

Students worked with their 2:00 appointments to complete The Stone Ages and Early Cultures test. This will be a 100 point, GOLD grade.

Assignment: Have a great weekend!

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The Week of August 8

Posted by Jay McGaughy on August 6th, 2016

Monday, Aug. 8

Bell Ringer: Teacher Workday!

In Class: No School!

Assignment: Enjoy your last day of summer!

Tuesday, Aug. 9

Bell Ringer: What does a good classroom student do to be successful? Write a five-to-eight sentence paragraph that provides specific details or examples.

In Class: Students had about 10 minutes to complete today’s bell ringer.

Students then volunteered to share their ideas about what a good classroom student does to be successful.

We then discussed the CLASSROOM EXPECTATIONS for Oak Mountain Middle School’s EAGLE PRIDE where PRIDE stands for POSITIVISM, RESPECT, INTEGRITY, DETERMINATION, and EXCELLENCE.

We then partially reviewed the most important parts of the 8th Grade World History to 1500 Course Syllabus for 2016-2017.

We began our study of The Stone Ages and Early Cultures (Paleolithic Age; first slide only).

Assignment: Get lots of rest tonight!

Wednesday, Aug. 10

Bell Ringer: How can you assure that you are never tardy to a class? Write a five-to-eight sentence paragraph that provides specific details or examples.

In Class: Students had about 10 minutes to complete today’s bell ringer.

We then discussed the HALLWAY EXPECTATIONS for Oak Mountain Middle School’s EAGLE PRIDE where PRIDE stands for POSITIVISM, RESPECT, INTEGRITY, DETERMINATION, and EXCELLENCE.

Students highlighted in their paragraphs examples they listed that were consistent with the EAGLE PRIDE.

Students copied today’s assignment.

We continued our study of The Stone Ages and Early Cultures (Paleolithic Age and Neolithic Agricultural Revolution).

Assignment: Read your notes one time.

Thursday, Aug. 11

Bell Ringer: How should you conduct yourself when you visit either the front office or the administrative office? Write a five-to-eight sentence paragraph that provides specific details or examples.

In Class: Students had about 10 minutes to complete today’s bell ringer.

We then discussed the OFFICE EXPECTATIONS for Oak Mountain Middle School’s EAGLE PRIDE where PRIDE stands for POSITIVISM, RESPECT, INTEGRITY, DETERMINATION, and EXCELLENCE.

Students turned to a neighbor and talked about the three examples they provided in their paragraphs for examples of appropriate behavior when visiting either the front office or the administrative office.

Students copied today’s assignment.

We continued our study of The Stone Ages and Early Cultures (Paleolithic Age, Neolithic Agricultural Revolution, Mesolithic Age, and Neolithic Age).

Assignment: Study for Stone Ages Quiz!

Friday, Aug. 12

Bell Ringer: What does appropriate behavior look like when visiting the media center to check out a book, return a book, pay a fine, or use available technology? Write a five-to-eight sentence paragraph that provides specific details or examples.

In Class: Students had about 10 minutes to complete today’s bell ringer.

I then read to the students a comparative essay on the transition from the Paleolithic Age to the Neolithic Age.

Students then worked with an assigned partner to complete the Stone Ages Quiz.

Students then used the FCA’s for this week’s paragraphs to peer edit and score today’s bell ringer response.

Assignment: Have a Great Weekend!!!

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