Bowron Middle School Home of the Eagles

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Bowron Middle SchoolHome of the Eagles

• Where dreams come true!

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Layout Overview
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Goals To Support Our Mission

• Improve student achievement in all academic areas
  (mathematics, reading, language arts, science,
  social science.)
• Increase student success in mastering standards
  based on the curriculum.
• Provide opportunities for students to increase
  their sense of responsibility both personally and
  academically.

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Goals To Support Our Mission

• Refine assessments and curriculum to align with
  state standards.
• Encourage parent participation through quarterly
  newsletters and parent conferences each semester.
• To provide resources that contribute to lifelong
  learning, while accommodating different learning
  styles, methods, and interests.

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Goals To Support Our Mission

• To provide resources and activities for learning
  that represent a diversity of experiences,
  opinions, social and cultural perspectives, and
  to support the concept that intellectual freedom
  and access to information are prerequisite to
  effective learning.

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Goals To Support Our Mission

• Provide students with opportunities to apply
  their own skills in fine arts, while exploring
  careers and technology.
• To provide collaboration, leadership, and
  assistance to students and others in applying
  principles of instructional design to the use of
  instructional and information technology for
  learning.

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Faculty and Staff

• Steven Burgess- Science
• Sonya Brown- Math
• Amy Campbell- Social Science
• Bobby Lee- Art/Music/drama
• Brock Kelley- Collaborative
• Tiffany Martin- English

• Nurse (1)
• Janitors (4)
• Lunchroom Ladies (4)
• Nutritionist (1)
• Librarian (1)
• Counselor (1)
• Secretary (2)
• Bus Drivers (5)
• Teacher Aids (6)
• IT tech (1)
• ISS Personal (1)

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Our school is an AMSTI School

• The mission of the Alabama Math, Science and
  Technology Initiative is to improve math and
  science education in Alabama so all students
  develop the skills necessary for success in post
  secondary studies and the work force.

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Bowron Middle School teacher/class Schedule
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Bell Schedule

• 730- 745 Homeroom 1200- 1230 Lunch
• 745-840 Reading 1230 Bell Rings
• 840 Bell Rings 1235- 130 Fifth Period
• 845- 940 Second Period 1 30 Bell Rings
• 940 Bell Rings 135- 230 Sixth Period
• 945- 955 Recess 230 Bell Rings
• 955 Bell Rings 235- 330 Seventh Period
• 1000- 1055 Third Period 330 Bell Rings
• 1055 Bell Rings
• 1100- 1155 Fourth Period

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Collaboration

• Adaptations and Laws

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School Rules

• ALL STUDENTS WILL
• Be on time and prepared to work by . . . 
• Arriving at school between 750 A.M. and 800
  A.M. and being in line waiting outside the
  classroom for the teacher when the 800 A.M. bell
  sounds.
• Being in their seats before instruction begins.
• Bringing materials, books and assignments to
  class. 
• Show courtesy and respect for everyone by . . . 
  
• Following directions of all adults the first time
  without being disrespectful.
• Keeping hands, feet, and objects to oneself.
• Using appropriate language and behavior.
• Waiting turn to speak.
• Showing approval at assemblies by clapping.
• Wearing hats outside only.
• Remembering to use courteous words such as
  please, thank you and excuse me as often as
  possible.
• Refraining from bullying, harassing, threatening
  or intimidating others.
• Wearing a bike helmet when riding a bike or
  scooter to/from school and following traffic
  rules. 
• Not bringing dangerous objects, alcohol, drugs
  and tobacco products to school.
• Not bringing skateboards, roller shoes/skates to
  school.
• Using computer technology appropriately.  
• Turning off cell phones during the school day
  (800 AM - 220 PM M - Th, 800 AM - 1245 PM
  Fridays), including instruction and recess
  times.  Cell phones may used before or after the
  school day.

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• Respect property by . . . 
• Not chewing gum at school.
• Taking care of school property and the property
  of others.
• Not taking other people's property unless you
  have their permission.
• Keeping feet on the floor, not on the furniture.
• Eating snacks only near the building and trash
  cans, not on the playground.
• Eating lunch only at the lunch tables (or inside
  on rainy days), not on the playground.
• Not standing on benches.  
• Not disrupt the learning process by . . .
• Following all classroom and school rules and
  procedures.
• Using appropriate behavior in all classrooms,
  assemblies and/or hallways and on the playground.
  
• Walking quietly through the buildings.
• Wearing clothing that is safe for P.E. and
  otherwise appropriate for school.

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Consequences

• STEP I Classroom Behavior plan used.
  Consequences may include written explanations,
  discussions, time-outs, phone calls
  home, letters to parents, parent conferences,
  and/or after school detention.
• STEP II Student meets with Principal
• 1ST TIME  Conference with the Principal to
  discuss incident.  Parent may be contacted.2ND
  TIME  Conference with the Principal to discuss
  incident.  Parent is contacted.3RD TIME 
  Conference with the Principal to discuss
  incident.  Parent is contacted.

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• Consequences may include . . .
• - Time-out
• - Recess restriction
• - Writing letter
• - Parent contacted
• - Extended time-out in another classroom during
  the school day
• - After school detention
• - Parent contacted to take student home for
  remainder of the day
• - Parent, student, teacher and principal create
  an individualized behavior plan for the student
• - DARE officer meets with student
• - Suspension
• - Transferred to another school within the
  district
• - Expulsion

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Bowron Middle SchoolDress Code
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It is the policy of Bowron Middle School that all
students dress in a manner that is appropriate
for a learning environment and a school setting.
Health, safety, decency, and the prevention of
distractions were the primary concerns in the
development of this dress code. The following
dress code applies to all students.

• Shorts, skirts, dresses should be no more than
  four inches above the kneecap while standing. No
  cutoffs nor biking shorts may be worn.
• No holes in jeans, pants, or shorts. No clothing
  that shows the midriff or chest will be allowed.
  Two inch shoulder straps must be worn.
• No hats, caps, head rags, or bandanas may be
  worn.
• Shoes must be worn at all times for health and
  safety purposes.
• No sunglasses inside building unless prescribed
  by a physician.
• No clothing may be worn that displays profane,
  offensive, or crude language or symbols.
• No clothing may be worn with alcohol or tobacco
  advertisements.

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Consequences for failure to adhere to Dress Code

• First Offense The student will be sent to the
  office. Parents will be called either to pick-up
  student or bring clothes for student to change
  into.
• Second Offense ISS assignment for 3 days and
  parent conference.
• Third Offense Suspension for 3 days and parent
  conference.

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August
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September
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October
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November
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December
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January
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February
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March
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April
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May
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Test Dates
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Meet our faculty
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Science Department
Steven Burgess I started my career as a teacher
in 2009. I have always wanted to tell people what
to do and thought that being a teacher was the
best way to be compensated for my personality
disorder. The real reason I enjoy teaching is
that I had the privilege to be taught by many
great teachers and felt that is was my duty to
return the favor. I enjoy science and hope to
instill that love for science into my students.
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Science Department

• Bill Nye
• I really enjoy science and since they call me the
  science guy it seemed only appropriate for me
  to teach science at the greatest 6th grade school
  in the world. GO EAGLES! It is also great to be a
  teaching aide to such a great scientific mind
  like that of Steven Burgess.

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Model Classroom
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Classroom Rules

• Science Classroom Rules
• 1. Follow the 6th Grade Team Rules
• Be in your seat when the bell rings.
• Bring all necessary materials to class.
• Use Restroom Pass as necessary (3 times per
  semester per class).
• 2. Be respectful of yourself, your classmates,
  and your teacher. Always behave as ladies and
  gentlemen use mannerisms and language
  appropriate for school. All classroom animals
  should not be disturbed nor treated in an
  inappropriate manner.
• 3. Do not disturb anything around the room!
  This includes any lab equipment and experiment
  set-ups, any items on the front tables, drawers,
  cabinets, etc.
• 4. Come to class prepared with all materials and
  be ready to learn!
• 5. Do your work! Homework will be assigned on a
  daily basis and is due the next day unless
  otherwise instructed. No late work will be
  accepted Homework Club will be assigned for any
  missing work. Cheating/copying will result in a
  zero for the assignment. Make up work is your
  responsibility. Check the team website for
  missed assignments.
• 6. Follow directions. Listen carefully the
  first time. Ask questions if you do not
  understand.
• 7. Lab safety rules must be followed at all
  times! Students who chose to not follow the
  rules will be given an alternate assignment to be
  completed in the office. 

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Textbook

• http//www.mhschool.com/science

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Pacing Guide

• Science Department Yearly Pacing Guide
• August Chp.1
• September Chp.2 and Chp.3
• October Chp.4/Fall Break
• November Chp.5 and Chp.6
• December Chp.7/Christmas Break
• January Chp.8 and Chp.9
• February Chp.10/Testing Review
• March Chp.11/Testing Review/Spring Break
• April State Testing
• May Chp.12 and Chp.13

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Sample Lesson Plan

• Lesson Plan
• Chapter 3
• Objective
• Students will recognize and understand the
  various phases of the lunar cycle.
• (COS) Standards
• AL.SCI.6.9.1
• Resources
• Lunar model, moon cycle worksheet, 6th grade
  science book, moon video
• Activities/Assignments
• Teacher will introduce the lunar cycle lesson by
  asking students what they know about the moon.
• Teacher will introduce the lunar cycle by showing
  a video about the moon.
• Students will work with a lunar cycle
  manipulative to better understand the phases of
  the moons cycles
• Students will work independently on the Moon
  Cycle Worksheet while teacher moves about room
  helping individual students.
• Teacher will end lesson asking the end of the
  chapter questions to the class.
• Homework will be for each student to observe the
  moon and decide what phase it is currently in.
  The answer will be discussed the next day.

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Math Department

• A good teacher is like a candle - it consumes
  itself to light the way for others.  Author
  Unknown

• Sonya Brown
• I am a graduate of Troy University, where I
  received my Bachelor Degree in Elementary
  Education. I am currently working on my Masters
  Degree in Collaboration. I love every minute of
  being a teacher. Everyday I love seeing my
  students smiling faces. I hope that as a teacher,
  I will have a great effect on my students. I want
  my students to remember me as one of their
  favorite teachers. I hope to touch every childs
  life in some shape, form, or fashion.

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Sample Lesson Plan

• Title Percents
• Overview/Annotation This lesson provides a
  variety of activities for the students to
  experience using percents. The usage of percents
  is presented in the context of situations that
  occur in a student's daily life. A kinesthetic
  activity is also included to reach all learning
  types.
• Content Standards
• Math (4) 8. Recognize equivalent forms of
  commonly used fractions and decimals.
• Math (5) 1. Demonstrate number sense by
  comparing, ordering, rounding, and expanding
  whole numbers through millions and decimals to
  thousandths.
• Math (5) 3. Solve word problems that involve
  decimals, fractions, or money.
• Math (6) 2. Solve problems involving decimals,
  percents, fractions, and proportions.
• Primary Learning Objective(s) Students will
  relate percents to both fractions and decimals.
• Students will convert percents, fractions, and
  decimals.
• Students will correctly reduce fractions.
• Materials and Equipment crayons or markers, 10 x
  10 grid sheet, paper, and pencil
• Technology Resources Needed computer and
  software to run the Powerpoint activity
  (optional)
• Background/Preparation Students will need to be
  familiar with all fraction concepts and decimal
  concepts prior to introducing converting either
  to percents.

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Ms. Browns Rules

• Respect for Self
• I will always do my best
• I will positively participate in all classroom
  activities
• Respect for Others
• I will stay on task without disturbing or
  distracting others
• I will not use put downs or harass others
• I will respect other peoples differences and
  opinions
• Respect for School
• I will raise my hand to speak
• I will enter and exit the room quietly

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Model Classroom
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Math Pacing Guide

• 1st 9 Weeks
• Operation Timed Tests
• Data, Graphs and Statistics
• Patterns
• Number Theory
• 2nd 9 Weeks
• Fraction Basics
• Operations with Fractions
• Decimal Basics
• Operations with Decimals
• 3rd 9 Weeks
• Ratio, Proportion, Percent
• Probability
• Geometry and Measurement
• 4th 9 Weeks
• Review all Units

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Physical Education and Collaboration

• I am a graduate of Troy University. I am the
  Physical Education teacher and the Collaborative
  teacher here at Bowron Middle School. When I was
  young I always wondered what I was going to do
  when I grew up, and the only thing that I could
  see myself doing is coaching and teaching. Yes,
  so here I am doing what I love and loving what I
  do. Welcome to Bowron Middle School. Home of my
  Eagles.
• Coach K

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Gym
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Physical Education Rules

• Dress
• Must Dress out every day. This must include Blue
  Shirt and Blue Shorts.
• Must Wear appropriate shoes. Sandals and
  Flip-flops are forbidden
• Class may be outside sometimes. Must be prepared
  for weather
• Lockers
• You will be issued a locker at the beginning of
  school year. You must provide lock.
• Locker room shall only be used by Physical
  Education students
• No sharing of lockers. If caught punishment
  shall be handed down.
• Education staff will not be responsible for any
  lost items.
• Students will be given four minutes after the
  tardy bell rings and five minutes at the end of
  class to change clothes.
• . No gum chewing is allowed in class and no food
  or drink is to be consumed in the gym or locker
  room areas.
• All students will remain in the gym until the
  bell rings to end the period and they are
  dismissed.
• Any injuries or emergencies must be reported to
  the teacher during the class period so the proper
  action can be taken.
• No student may ever leave the class, gym or
  locker room areas without permission from the
  teacher.
• No one is allowed in the equipment room without
  permission from the teacher.
• Have Fun

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Sample Lesson Plan

• Title Ultimate Frisbee
• Subject Health/ Physical Education
• Grade 6th
• Objective Students will work on hand-eye
  coordination and conditioning in a fun filled
  way, and they will enjoy every minute of the
  game. Students will also increase teamwork
  skills.
• How to Play
• Two teams (approximately 12 on each team)
• Both teams try to pass the Frisbee down the
  court and try to get it passed the baseline
• If Frisbee is dropped, the other team takes
  possession
• You can set a score limit or time limit
• Advantages Students are always on the move and
  involved
• Accommodations If there is any students with
  disabilities, some modifications can be made. The
  student requiring modifications must report such
  a request at the beginning of the year.

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Pacing Guide
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Collaborative Classroom
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English Department

• My name is Tiffany Martin and I have been
  teaching for one year. I am a graduate of Troy
  University in Troy, Al. Since elementary, I have
  had the passion to become a teacher and I thank
  God everyday for helping me pursue my dream.
  Also, there have been numerous people who helped
  me along the way. I want to help students in many
  ways. I want to help them set many goals and
  pursue them. I want children to know that
  education is very important and I hope to instill
  the love of English in all of my students.

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Model Classroom

• Since Mrs. Bowron said to Dream your Dream, I
  chose this classroom. The computers really
  attracted me to this picture. This is an
  excellent way to incorporate technology into the
  curriculum.

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Approved Textbook

• I chose this book because it incorporates many
  other subjects like science, art, and social
  science.
• http//www.macmillanmh.com/languagearts/2001/stude
  nt/index.php3?grade6

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Classroom Rules

• Come to class on time and prepared to learn.
• Begin the start up activity within 1 minute after
  the tardy bell.
• Attend to personal needs before coming to class.
• Remain in your assigned seat unless you have
  permission to get up.
• Bring required materials every day unless you are
  otherwise directed.

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Classroom rules continued

• Take only when permitted.
• Do not CHEAT.
• Follow the teachers directions immediately.
• Use polite speech and body language.
• Be respectful to yourself and others.
• Listen quietly when others are speaking.
• Obey ALL School Rules!!!

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Pacing Guide

• August- Unit 1 (Experience), journal articles,
  spelling, chapter test, and two book reports.
• September- Unit 2 (Connections), spelling, daily
  journal entries, chapter test, two book reports,
  and poetry month.
• October- Parts of Speech, Spelling, one book
  report, and Fall Break.
• November- Unit 3 (Expressions), two book reports,
  spelling, daily journal entries, and play or
  movie report.
• December- Term Paper due, spelling, chapter test,
  one book report, daily journal entries, turn in
  journal entries, presentation, and Christmas
  break.

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Pacing Guide

• January- Unit 4 (Inquiry), sources, spelling, two
  book reports, chapter test, daily journal
  entries, and cultural diversity.
• February- Unit 5 (Problem Solving), two book
  reports, daily journal entries, review for state
  test, chapter test, and spelling.
• March- Spelling, readers theatre, one book
  report, daily journal entries, review for state
  test, and spring break.

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Pacing Guide

• April- Spelling, daily journal entries, group
  project, and state testing.
• May- Unit 6 (Making Decisions), spelling, daily
  journal entries, turn in journal entries, and a
  farewell party/schools out.

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55-minute class Teacher Mrs. Martin
Subject English Language Arts Grade
  6th    Course of Study Objectives 22.)
Know and apply principles of grammar and usage in
writing, speaking, and presenting and apply
mechanics in writing. 17.) Develop an extended
vocabulary through reading, listening, viewing,
writing, speaking, and presenting.16.) Respond
with understanding and empathy to information
read, viewed, and heard. 21.) Use the writing
process when composing various forms of written
expression. Lesson Topic The Appropriate Use
of Helping Verbs Purpose The purpose is to
help students easily learn to correctly use
appropriate verbs in their speech and writing.
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Social Science Department

• Amy Campbell
• I graduated from Troy University in 2009 with
  a degree in Elementary Education. I am now at
  Troy University studying for my Masters Degree.
  I began my career here at Bowron Middle School
  teaching Social Science, and I love every minute
  of it!

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Model Classroom
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Classroom Rules

• Listen Carefully
• Follow Directions
• Work Quietly
• Show Respect
• Follow All School Rules

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Textbook Choice

• I chose to use
• Glencoe/McGraw Hill
• book The American
• Journey Reconstruction
• to the Present, Alabama Edition.

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Textbook

• I chose this book for many reasons.
• One of the main reasons for my choosing this
  book, is because it is the Alabama Edition, and
  it is aligned with the Course of Study.
• The website for the textbook offers a lot of
  helpful tools including a list of the Alabama
  Course of Study and the correlation to the
  textbooks that include page numbers in which the
  material for each standard can be found.
• There is a student center as well as a teacher
  center.

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• The Student Center includes...
• Beyond the Textbook
• State Resources
• TIME Election Connection
• TIME Notebook
• TIME Current Events Update
• NGS MapMachine
• Alabama Online

• The Teacher Center includes access to all our
  Student Center activities and resources plus...
• Partners' Sites
• Teacher Forum
• Teaching Today
• Research
• Literature Connections
• Web Lesson Plans
• Textbook Updates

Other resources include Chapter Overviews
,Student Web Activities, Self-Check Quizzes,
ePuzzles and Games,Vocabulary, and eFlashcards.
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Pacing Guide
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Lesson Plan

• This lesson provided by Author Angie MacMullin
  System FLORENCE CITY School HIBBETT SCHOOL
• Title The Laws, They Are A-Changin
• Overview/Annotation This unit will cover the key
  people, places, and events of the Civil Rights
  Movement. The students will create a Powerpoint
  presentation, a brochure, and a website so that
  they can use and extend their technology skills.
  They will also use and extend their research
  skills in this process.

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Content Standard(s)TC(6-8) 10. Apply
productivity/multimedia tools and peripherals to
support personal productivity, group
collaboration, communication, and learning
throughout the curriculum.TC(6-8) 12. Integrate
word processing skills across the
curriculum.IL(K-12) 2. The student who is
information literate evaluates information
critically and competently.IL(K-12) 3. The
student who is information literate uses
information accurately and creatively.IL(K-12) 8.
The student who contributes positively to the
learning community and to society is information
literate and practices ethical behavior in regard
to information and information technology.IL(K-12)
9. The student who contributes positively to the
learning community and to society is information
literate and participates effectively in groups
to pursue and generate information.SS(6) United
States Studies 1877 to the Present13. Describe
the role of major civil rights leaders and
significant events occurring during the modern
Civil Rights Movement.
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• Local/National StandardsSocial Studies
  Course of Study 32. Understand the key events and
  people in the Civil Rights movement. National-
  Brown v. Board of Education of Topeka, Kansas-
  Dwight Eisenhower- March on Washington- Martin
  Luther King-Civil Rights Act of 1964- Lyndon B.
  Johnson- Voting Rights Act of 1965, "The Year of
  Chaos 1968" State - Montgomery Bus Boycott- Rosa
  Parks- The Selma March- Freedom Riders- George
  Wallace- Birmingham church bombing- Eugene "Bull"
  Conner- The University of Alabama 2. Read,
  interpret, and organize information using a
  variety of sources and tools. Charts Globes
  Graphs Illustrations Maps Time lines Tables
  3. Apply reference skills in independent
  investigations of selected topics. Atlases
  Electronic resources Example accessing
  information on the Internet Dictionaries
  Reference books Media centers Newspapers
  Databases lines Tables Language arts 14. Use
  study processes to manage information.Examples
  locating resource materials and information
  taking notes summarizing, organizing,
  questioning, and retaining information Technology
  Education 1.Demonstrate optimal posture and
  position at the computer workstation. 2.
  Communicate regarding technology using
  developmentally appropriate and accurate
  terminology. 5. Utilize an operating system
  efficiently. 9. Cite electronic sources properly.
  Example using Modern Language Association (MLA)
  or American Psychological Association (APA) style
  manuals 10. Apply productivity/multimedia tools
  and peripherals to support personal productivity,
  group collaboration, communication, and learning
  throughout the curriculum. 11. Follow procedures
  to design, develop, publish, and present products
  using technology resources that demonstrate and
  communicate curriculum concepts to audiences
  inside and outside the classroom 12. Integrate
  word processing skills across the curriculum. 15.
  Use telecommunications and other media to
  collaborate and interact with peers and other
  audiences following appropriate laws and
  regulations. 16. Apply content-specific tools,
  software, and simulations to support learning and
  research. 17. Evaluate the accuracy,
  comprehensiveness, and bias of electronic
  information sources concerning real-world
  problems. 18. Use Boolean operators to execute
  complex searches. 19. Use appropriate tools and
  technology resources to resolve information
  conflicts by validating information through
  research and comparison of data.

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• Primary Learning Objective(s)1. Students will
  become aware of some significant people of the
  Civil Rights Movement2. Students will be able to
  describe the significance of some events of the
  Civil Rights Movement.3. Students will be able
  to describe the significance of some places in
  Alabama to the Civil Rights Movement.4. Students
  will be able to use Powerpoint to create a
  presentation about the Civil Rights movement.5.
  Students will be able to use Word to create a
  brochure covering a topic in the Civil Rights
  Movement.6. Students will create a web-site
  covering a topic in the Civil Rights Movement
• .Additional Learning Objective(s)Essential
  QuestionWhen should laws change?Unit
  QuestionsWhat key events lead to the Civil
  Rights Act?Who were some of the people who
  fought to bring about changes in the laws?What
  were some of the immediate effects of the Civil
  Rights Act?What key civil rights events occurred
  in Alabama?What were some of the long term
  effects of the changes in civil rights
  laws?Content QuestionsWhat lead some people to
  believe that changes in civil rights laws were
  needed?What was Martin Luther King Jr.s role in
  changing the laws?Who was Bull Conner?What does
  non-violence mean?Why did some fight changes in
  the laws?

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• Approximate Duration of the LessonGreater than
  120 Minutes Materials and EquipmentText books,
  reference books, trade books, materials from the
  vertical file, and fiction books that cover this
  topic. Book and audiobook The Watsons Go to
  Birmingham Technology Resources NeededComputers
  with internet and Powerpoint, and desktop
  publishing access, television with computer
  hook-up or LCD projector and screenBackground/Prep
  arationText books, reference books, trade books,
  materials from the vertical file, and fiction
  books that cover this topic. Book and audiobook,
  "The Watsons Go to Birmingham" Procedures/Activiti
  es1.)1. Overview of the Civil Rights Era using
  video2.)Students will work in small groups using
  on-line resources to research the personalities
  of the Civil Rights movement and create a
  Powerpoint presentation to share with the class.
  The PowerPoint rubric can be used for
  evaluation.(Freedom Riders 40th
  Reunion)3.)Students will work in small groups
  using on-line resources to research the
  significant events of the Civil Rights movement
  and create a website to share with the class. The
  Website Rubric may be used as evaluation.(Short
  History of Civil Rights Laws)4.)Using internet
  sources, students will work in small groups to
  research the significance of Alabama in the Civil
  Rights movement, and create a brochure, which
  will be presented to the class.Selma to
  Montgomery march ( http//www.cr.nps.gov/nr/travel
  /civilrights/al4.htm)Places of the Civil Rights
  movement. ( http//edsitement.neh.gov/view_lesson_
  plan.asp?id353)

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• AttachmentsSome files will display in a new
  window. Others will prompt you to
  download.Civil-rights-rubric.xlsWebsite
  rubric.xlsBrochure rubric.xlsAssessment
  StrategiesRubrics for Powerpoint, brochure, and
  website. End of unit test.ExtensionRemediationBr
  eak assignments into segments of shorter tasks
  Use concrete examples of concepts before teaching
  the abstract Relate information to the student's
  experiential base Reduce the number of concepts
  presented at one time Provide an overview of the
  lesson before beginning Monitor the student's
  comprehension of language used during instruction
  Provide consistent review of any lesson before
  introducing new information Allow student to
  obtain and report information utilizing cassette
  recorders, dictation, typewriters/computers,
  interviews, calculators, and fact sheets
  Highlight important concepts to be learned in
  text material Monitor the rate at which material
  is presented Give additional presentations by
  varying the methods using repetition, simpler
  explanations, more examples, and modeling Require
  verbal responses to indicate comprehension Give
  frequent reminders of homework assignments
  Provide clear, concise directions, and concrete
  examples for homework assignments Assign tasks at
  an appropriate reading level Allow for the oral
  administration of tests Check assignment sheet
  for accuracy

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• Accommodation Break assignments into segments of
  shorter tasks Use concrete examples of concepts
  before teaching the abstract Relate information
  to the student's experiential base Reduce the
  number of concepts presented at one time Provide
  an overview of the lesson before beginning
  Monitor the student's comprehension of language
  used during instruction Schedule frequent, short
  conferences with the student to check for
  comprehension Provide consistent review of any
  lesson before introducing new information Allow
  student to obtain and report information
  utilizing cassette recorders, dictation,
  typewriters/computers, interviews, calculators,
  and fact sheets Highlight important concepts to
  be learned in text material Monitor the rate at
  which material is presented Give additional
  presentations by varying the methods using
  repetition, simpler explanations, more examples,
  and modeling Require verbal responses to indicate
  comprehension Give frequent reminders of homework
  assignments Provide clear, concise directions,
  and concrete examples for homework assignments
  Assign tasks at an appropriate reading level
  Allow for the oral administration of tests Check
  assignment sheet for accuracy Establish relevancy
  and purpose for learning by relating to previous
  experiences Shape approximations of desired
  behavior by providing direct reinforcement such
  as praise or immediate feedback for correct
  answers Seat student close to teacher Make a
  positive, personal comment every time the student
  shows any evidence of interest Make frequent
  check for assignment progress/completion Give
  advance warning of when a transition is going to
  take place Use physical proximity and touch to
  help student focus

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Fine Arts Department
Dr. Lee began his teaching career in 2009. He is
director of the Fine Arts department at Bowron
Middle School where he teaches Drama, Art and
Beginning band. Dr. Lee currently plays trombone
for the Atlanta Symphony and teaches numerous
seminars across the country on brass pedagogy.
If you have any questions for Dr. Lee, please
email him at BobbyLee04_at_gmail.com
Dr. Robert L. Lee B.A. Troy University M.A.
Auburn University DMA University of Southern
Mississippi
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Bowron Middle School teacher/class Schedule
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Curriculum Guides influenced from
variousAlabama Course of Study standards for
Arts Education
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Band

• Read whole, half, quarter, eighth, and dotted
  notes and rests in 2/4, 3/4, 4/4
  
• time.
• Sight-read accurately simple melodies.
• Sight-read appropriate clefs
• Perform accurately on at least one instrument
  alone and in large and small ensembles with good
  posture, good playing position, and good breath
  as well as bow or stick control.
• Perform a varied repertoire of beginning
  instrumental literature on at least one string,
  wind, or percussion instrument.
• Perform with proficiency solo and ensemble
  literature appropriate to the individual
  developmental level.

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Band Curriculum Guide Cont.

• Demonstrate basic knowledge of fundamental
  musical structure through
• performance of scales, arpeggios and
  rudiments.
• Demonstrate awareness of basic expressive
  musical symbols.
• Analyze and describe significant changes in a
  musical score by reading and
  
• listening.
• Improvise simple melodic embellishments to a
  given melody.
• Compose harmonic accompaniment to be played with
  a melody.
• Discuss the musical means used by a performed
  instrumental work to evoke feelings
  
• and emotions.
• Evaluate the quality of self and others'
  performances using established criteria.

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Art

• Analyze art work from major cultural areas of
  the world
• Identify unique features of particular art
  styles.
• Compare and contrast themes and symbols in art
  of different cultures.
• Discuss ways culture influences works of art.
• Use a variety of media to research the life of a
  selected artist.
• Use multimedia and other technology to create
  visual imagery and design .
• Analyze the work and style of a selected artist.
  
• Identify a variety of art works by artist and
  title.
• Discuss ways artists achieve different effects
  with the elements and
• principles of art.

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Art curriculum guide cont.

• Discuss different art careers.
• Analyze the roles of art work in the environment.
• Identify criteria in judging works of art.
• Discuss the elements and principles of art when
  responding to various art forms.
• Analyze the aesthetic qualities (meaning,
  purpose, role) that exist in natural and man-made
  objects.
• Analyze ways value, harmony, balance, and unity
  make a work of art aesthetically pleasing.
• Discuss connections between the visual arts and
  other content areas.
• Perceive and interpret mood and feeling in art
  forms.

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Drama (theatre arts)

• Discuss various acting styles.
• Utilize societal characteristics as a basis for
  play development.
• Use basic theatre terms appropriately.
• Discuss parts of dramatic structure.
• Recognize certain standard plot components.
• Recognize reasons for separating audience space
  from playing spaces.
• Follow appropriate etiquette for rehearsals and
  performances.
• Participate in play writing in groups to create,
  tell, and enact original scripts.
• Create dialogue that imitates real conversation.
• Recognize the unique formatting of dialogue in a
  play.
• Write scripts using formats for stage directions.

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Pacing Guide(band)

• August- Pass out instruments, start reading in
  method books, learning basics
• October-Pass out Christmas concert music
• December-Give Christmas concert
• January-Introduce next level method book and work
  on new material
• March-Pass out spring concert music
• May-Give spring concert

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Pacing Guide(Drama)

• August- Basic voice diction exercises
• Mid-September- Study famous plays and play-writes
• October-Select Fall play and begin auditions
• Late November- Begin rehearsals
• Mid December- Perform play

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Pacing Guide(art)

• August-Teach Shading, shapes and depth
  perception. Early Art.
• September- Ancient Art and architecture
• October-Begin pencil artwork
• November-Water colors and paint
• December-start pastels, final project due
• January-Continue with Pastels

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Music Textbook
89
Music Textbook

• I chose the essential elements book for beginning
  band students because I personally have worked
  out of this book in various method classes as an
  undergraduate and as a student myself.

90
Drama Textbook
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Drama Textbook

• I chose to use the Beginning Drama Book for
  grades 4-11 by Joe Winston and Miles Tandy. This
  textbook has become a number one seller and is
  used in most drama 6th grade drama classes.

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Art Textbook
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Art Textbook

• I chose Mark Getliens Living With Art textbook
  because of the in depth studies of historical
  art. The book covers art from antiquity to
  present day.

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We thank you for attending our orientation. We
look forward to working with you and your child!!!
And
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GO EAGLES!!!!!
SPREAD YOUR WINGS AND FLY!!!!!