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Bowron Middle School Home of the Eagles

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Title: Bowron Middle School Home of the Eagles


1
Bowron Middle SchoolHome of the Eagles
  • Where dreams come true!

2
Layout Overview
3
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.

4
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.

5
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.

6
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.

7
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)

8
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.

9
Bowron Middle School teacher/class Schedule
10
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

11
Collaboration
  • Adaptations and Laws


12
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.

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.

14
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.

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

16
Bowron Middle SchoolDress Code
17
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.

18
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.

19
August
20
September
21
October
22
November
23
December
24
January
25
February
26
March
27
April
28
May
29
Test Dates
30
Meet our faculty
31
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.
32
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.

33
Model Classroom
34
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. 

35
Textbook
  • http//www.mhschool.com/science

36
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

37
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.

38
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.

39
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.

40
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

41
Model Classroom
42
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

43
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

44
Gym
45
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

46
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.

47
Pacing Guide
48
Collaborative Classroom
49
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.

50
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.

51
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

52
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.

53
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!!!

54
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.

55
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.

56
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.

57
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.
58
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59
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!

60
Model Classroom
61
Classroom Rules
  • Listen Carefully
  • Follow Directions
  • Work Quietly
  • Show Respect
  • Follow All School Rules

62
Textbook Choice
  • I chose to use
  • Glencoe/McGraw Hill
  • book The American
  • Journey Reconstruction
  • to the Present, Alabama Edition.

63
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.

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.
65
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.

71
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.
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

77
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
78
Bowron Middle School teacher/class Schedule
79
Curriculum Guides influenced from
variousAlabama Course of Study standards for
Arts Education
80
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.

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.

82
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.

83
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.

84
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.

85
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

86
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

87
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

88
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
91
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.

92
Art Textbook
93
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.

94
We thank you for attending our orientation. We
look forward to working with you and your child!!!
And
95
GO EAGLES!!!!!
SPREAD YOUR WINGS AND FLY!!!!!
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