Title: Bowron Middle School Home of the Eagles
1Bowron Middle SchoolHome of the Eagles
2Layout Overview
3Goals 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.
4Goals 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.
5Goals 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.
6Goals 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.
7Faculty 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)
8Our 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.
9Bowron Middle School teacher/class Schedule
10Bell 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
11Collaboration
12School 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.
13- 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.
14Consequences
- 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.
15- 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
16Bowron Middle SchoolDress Code
17It 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.
18Consequences 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.
19August
20September
21October
22November
23December
24January
25February
26March
27April
28May
29Test Dates
30Meet our faculty
31Science 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.
32Science 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.
33Model Classroom
34Classroom 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.
35Textbook
- http//www.mhschool.com/science
36Pacing 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
37Sample 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.
38Math 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.
39Sample 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.
40Ms. 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
41Model Classroom
42Math 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
43Physical 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
44Gym
45Physical 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
46Sample 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.
47Pacing Guide
48Collaborative Classroom
49English 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.
50Model 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.
51Approved 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
52Classroom 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.
53Classroom 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!!!
54Pacing 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.
55Pacing 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.
56Pacing 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.
5755-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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59Social 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!
60Model Classroom
61Classroom Rules
- Listen Carefully
- Follow Directions
- Work Quietly
- Show Respect
- Follow All School Rules
62Textbook Choice
- I chose to use
- Glencoe/McGraw Hill
- book The American
- Journey Reconstruction
- to the Present, Alabama Edition.
63Textbook
- 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.
64- 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.
65Pacing Guide
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70Lesson 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.
71Content 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.
72- 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.
73- 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?
74- 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)
75- 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
76- 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
77Fine 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
78Bowron Middle School teacher/class Schedule
79Curriculum Guides influenced from
variousAlabama Course of Study standards for
Arts Education
80Band
- 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.
81 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. -
82Art
- 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.
83Art 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.
84Drama (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.
85Pacing 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
86Pacing 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
87Pacing 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
88Music Textbook
89Music 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.
90Drama Textbook
91Drama 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.
92Art Textbook
93Art 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.
94We thank you for attending our orientation. We
look forward to working with you and your child!!!
And
95GO EAGLES!!!!!
SPREAD YOUR WINGS AND FLY!!!!!