Sherwood
Middle School
Instructional Guide
2013-2014
Welcome to
my class
students!!
INSTRUCTIONAL PLAN
We must never forget that our primary purpose is teaching. The criteria for evaluating any aspect of the
school must be its contribution to student learning.
Welcome Letter
Develop a team welcome letter consisting of the following: team member names, school rules,
procedures, and reference student handbook online (scsk12.org).
ALL COLLECTED ASSIGNMENTS WILL BE GRADED AND RETURNED TO STUDENTS WITHIN
THREE DAYS AND GRADES ENTERED IN POWERTEACHER BY THE FOLLOWING MONDAY.
GRADING SCALE
A = 100% – 93%
B = 92% – 85%
C = 84% – 76%
D = 75% - 70%
F = BELOW 69%
Lesson Plans & Weekly Assignment Sheets
Lesson plans and weekly assignments sheets are typed and submitted to administration on Sunday by 6
p.m. before the week of the plan. Plans should be clear, concise and complete. Lesson plans should be
readily available for a substitute or the principal. A copy of your weekly lesson plans should be
posted in the classroom for the current week. Weekly feedback on lesson plans will be provided
to teachers.
Sherwood Middle School’s instructional plan will serve as the blueprint for instruction in
terms of strategies, standards and content. It is based on the premise that all students can
achieve at higher levels than those they are presently achieving. This plan will serve as a
catalyst toward the development of the School Improvement Plan (SIP).
LESSON DESIGN FOR LEARNING
Teaching Focus
Student Performance Indicators - All teachers are expected to teach from SCS Nine Week
Instructional Plans and Pacing Guides.
Standards are required to be written and displayed when they are being taught in all content
areas.
Objectives - The objective for the day should be written or displayed just like the standards. The
objective should change daily and it is not the same thing as the SPI. Required activities listed in LA,
Science and Social Studies pacing guides must be incorporated into your weekly objectives.
Archer’s Do Now - should take place during first five minutes of class and involve students in a
written activity, focusing specifically on SPI’s. Please use TCAP objectives as your Archer Do Now
activities. They can be switched around to address topics covered the previous week.
Motivation – During motivation, the teacher peaks students interest by relating new knowledge to
prior learning, experiences or current interests. All students actively participate in this portion of the
lesson.
Teaching Strategies –
It is not our aim to mention all teaching strategies, but to encourage teachers to become aware of
such strategies, and use them. Basic things are expected to be seen in the classroom such as:
Student – Centered/ Active Hands-On Activities - This is a must and it may require you to
rearrange the room or use cooperative learning. Involve students in the class organization and
encourage active participation at all times. At least 3 strategies a day should be used during each
class.
State Mandated Test Preparation – Prepare students daily for the upcoming TCAP test. Make
note of which SPI’s should be introduced, assessed, or mastered during each nine week period.
This should be monitored on the nine-week SPI/GLE Mastery charts and should be updated
weekly with Common Weekly Assessment Results.
Student Activities - Students should be engaged in thought-provoking, challenging work.
Students should be actively engaged at all times and a variety of strategies should be utilized each
day.
Assessment Activities -A variety of assessment activities should be utilized in the classroom on a
regular basis. Do Now, classroom participation, homework, class work, test and quizzes, and
projects should be used to determine a student’s grades. Please see the next section on grading
procedures for more details.
Closure/EOCA (End of Class Assessment) - Closure is a time for the students to reflect on and
restate what they have learned during instruction. All students should participate in closure
activities.
Weekly Word Wall/ Vocabulary/Content Reading – Each discipline will develop content
vocabulary and vocabulary list for students. In class discussions and assignments, the students
must use the vocabulary with proficiency.
Each classroom should display a WORD WALL listing the vocabulary words used during the
current week’s course of study. The word wall should change weekly.
 Vocabulary should be assessed each week and a vocabulary list should be included in each
week’s lesson plan.
 The TN Academic Vocabulary should also be posted close to the word wall in your
classroom.
Quality Work –Student work should be displayed on a monthly basis in your classroom. As
students complete high quality student work, display it. This encourages students to do their best.
Quality work displays in the halls should be changed by the first Monday of each month.
Common Assessments(CA’s)- Language Arts, Math, Science and Social Studies teachers will
administer a common bi-weekly assessment test to assess student mastery of content. Tests will
be created by the administrative staff and will be based on the SPI’s/GLE’s listed on the 9week pacing guide. These tests should serve as the student’s weekly test. Teachers will be
responsible for reporting performance of CA’s to administration.
This instructional plan is considered basic expectations for all teachers at all times. The principal,
assistant principals and leadership team will monitor and assist in any way possible. These items
will be EXPECTED during daily DROP- INS
1.
Points to Remember:
Ensure Student Academic Achievement by:
 providing bellwork (Archer Do Now) that students can start working on as they enter the
classroom.
 Being firm but fair and consistent with all students.
 Encouraging students to have their textbooks, pencils, supplies, paper, and other pertinent
materials daily.
 Not ending the instructional day before 4:00 p.m.
 Participating in and supporting all school functions that directly benefit the school as a whole.
 Notifying parents weekly through written (Wednesday Folder) and/or oral/electronic
communication of academic as well as behavioral progress/concerns.
 Submitting lesson plans to the principal by 6 p.m. each Sunday for the following week.
 Providing a Substitute Folder, with relevant purposeful assignments for any day or period you are
not present.
Making Effective Use of the Textbook
The textbook has been the basic tool of teaching from the beginning of education as an institution.
Throughout the years, the purpose of textbooks has remained the same:
• Provide Content Basis for the Class
• Evaluation/Testing
• Pre-Planned Activities
However, with the changes in state standards, the textbooks simply do not address all the skills needing
mastery adequately. Therefore, teachers must remember, the textbook is simply a resource. It does not
determine objectives nor drive instruction.
How to Make the “Boring” Fun
Successful teachers learn how to go beyond the textbook and distill the core elements or objectives of the
lesson. The master teacher knows that the text does not teach the class – the teacher does. Teachers
have developed a variety of techniques to engage the students’ interests. These techniques tend to drive
home information and get students excited about school. Here are some examples:
• Quiz Shows
• Dramatic Interpretation
• Costumes
• Audio-Visuals
• Manipulative
• Simulations
• Oral Readings
• Word Games/Puzzles
Strategies Checklist:
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Teacher-Directed Strategies
Student Directed Strategies
Discussion
Discovery
Question/Answer
Higher Level Questioning
Modeling
Concept Attainment
Demonstrations
Reciprocal Teaching
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Lecture
Inquiry
Videos
Learning Centers
Field Trips Technology
Technology Presentations
Experimentation
Drama
Higher Level Thinking
It is not enough to teach just the basics. Society demands more emphasis on high-level thinking.
Extending questions by students into larger issues, demanding reasoning skills, asking for judgments,
and creating high-level projects are part of every successful teacher’s curriculum. Use of Bloom’s
taxonomy will help teachers guide students to HOTS. (Higher Order Thinking Skills)
Thinking
Process
KNOWLEDGE
Identification and
recall of information
COMPREHENSIO
N
Organization and
selection of facts
and ideas
APPLICATION
Use of facts, rules
and principles
ANALYSIS
Separation of the
whole into
component parts
Useful
Verbs
Sample Question
Stems
Potential Activities and Products
tell
list
describe
relate
locate
write
find
state
What happened after...?
How many...?
Who was it that …?
Can you name the...?
Describe what happened at.?
Who spoke to…?
Can you tell me why...?
Find the meaning of …?
What is...?
Which is true or false?
List the story's main events.
 Make a timeline of events.
 Make a facts chart.
 List any pieces of information you can remember.
 Recite a poem.
 List all the animals in the story
 Make a chart showing
 Make an acrostic.
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Can you write in your own word…?
Write a brief outline ...
What do you think could have
happened next..?
Who do you think …?
What was the main idea?
Who was the main character?
Can you distinguish between . .
.?
What differences exist between
…?
Can you provide an example of what
you mean by...?
Can you provide a definition for...?
Do you know another instance where?
Could this have happened in...? ?
Can you group by characteristics such
as.... ?
What factors would you change if?
Can you apply the method used to
some experience of your own..?
What questions would you ask of…?
From the information given, develop a
set of instructions about...?
Would this ",formation be useful if you
had a...?
 Cut out or draw pictures to show a particular event.
 Illustrate the main idea.
• Make a cartoon strip showing the sequence of
events.
 Write and perform a play based on the story.
 Make a coloring book
 Retell the story in your own words.
 Paint a picture of some aspect of the story you like
 Write a summary of the event.
solve
show
use
illustrate
calculate
construct
complete
examine
classify
analyze
distinguish
examine
compare
contrast
investigate
categorize
identify
explain
separate
advertise
Which event could not have happened
if . . ?
If ___ happened, what might the ending
have been?
How was this similar to . . .?
What was the underlying theme of . . .?
What do you see as other possible
outcomes?
Why did ___ changes occur?
What must have happened when . . . ?
How is . . . similar to . . . ?
What are some of the problems of . . .
?
Can you distinguish between. . . ?
What was the turning point of the story..
.?
 Construct a model to demonstrate how it will
work.
 Make a diorama to illustrate an important event.
 Compose a book about
 Make a scrapbook about the areas of study.
 Make a paper-mache map showing information about
an event.
• Make a puzzle game using ideas from the study area.
 Prepare a flow chart to illustrate the sequence of events.
 Make a clay model of
 Paint a mural.
• Design a market strategy for your product.
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Design a questionnaire to gather information
Make a flow chart to how critical stages
Write a commercial for a product
Construct a graph to illustrate selected information
Construct a jigsaw puzzle
Analyze a family tree showing relationships
Write a biography about a person being studied
Arrange a party and record/list the steps you took
SYNTHESIS
Combination of
ideas to form a new
whole
EVALUATION
Development of
opinions,
judgments and
decisions
Create
compose
predict
plan
construct
design
'imagine
improve
propose
devise
formulate
Can you design a – to ---?
What is the possible solution to. . . ?
What would happen if . . . ?
If you had all the resources, how would
you deal with. . ?
How many ways can you…?
Can you create new and unusual uses
for –___?
Can you develop a proposal which
would - - ?
How would you compose a song about?
Can you write a new recipe for a tasty
dish?
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Invent a machine to do a specific task
Design a building
Create a new product – name it, marketing plan
Write about your feelings in relation to . . .
Write a TV show, play, puppet show, song, . . .
Design a record, book, or magazine cover for . . .
Devise a way to . . .
Create a language code
Sell an idea to a billionaire
Compose a rhythm or put new word to a known melody
judge
select
decide
justify
debate
verify
argue
discuss
determine
prioritize
access,
rate
Is there a better solution for ____?
Judge the value of ___?
Defend your position about . . . ?
Do you think __ is a good or bad thing?
Explain.
How would you have handled . . .?
What changes would you recommend?
Why?
Do you believe?
Are you a ___ person? Why?
How would you feel if ___?
How effective are _____?
What do you think about . . . ?
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Prepare a list of criteria to judge a show. Indicate priority
and ratings.
Conduct a debate about an area of special interest
Make a booklet about five rules you value
Form a panel to discuss a topic. State criteria
Write a letter to _____ advising changes needed
Prepare arguments to present your view about . . .
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Learning Styles
The theory of learning styles can be generally summarized as follows:
• All students have the capacity to learn
• Students can learn the same things by different methods
• Recognizing how a student learns is critical to success
The implications for the teacher are that one must be able to recognize how a student learns best and
adjust to that style. It is the teacher’s responsibility to differentiate instruction and assessments to address
all learning styles.
Special Needs Students
Traditionally kept out of the regular classrooms, students with special needs are making an impact on the
regular teacher. Help and support for these special students can be given first by understanding that in
most cases they cannot help their behavior without assistance from the teacher. Monitor these students
carefully and use preventive discipline techniques as much as possible. Talk to the parents, former
teachers, and counselors of these students to get ideas that work. It is also very important to be aware of
the medications used by these students and their possible side effects. Common special needs are:
• ADD (Attention Deficit Disorder)
• ADHD (Attention Deficit Hyperactivity Disorder)
• “Slow Learners”/General Learning Disability
• Dyslexia
• Wheelchair Bound
• Hearing/Visually Impaired
• Emotionally Disturbed
• Bilingual
• Gifted
Reading Across the Curriculum
In Middle school, every teacher is a reading teacher. It is impossible to overstate the importance of
reading on the adolescent brain. It is the classroom teacher’s responsibility to motivate students to read.
This can be done by various ideas such as reading books, magazine articles, or the newspaper. The idea
is to get every child into the habit of reading.
RESOURCES: Texts and Online Resources Available
Throughout the District
http://edhelper.com/
http://www.education-world.com
http://www.eduplace.com
http://www.eduplace.com/activity
http://glencoe.com/
http://gohrw.com/
http://www.internet4classrooms.com/
http://www.mcsk12.net
http://read180.com/
http://www2.scholastic.com/browse/index.jsp
http://school.nettrekker.com
http://ww.studyisland.com/
www.scsk12.org
www.pearsonsuccessnet.com
www.tenn.gov.
www.manatee.k12.fl.us
www.questioning.com
http://www.teaching
uk/talk/questions/english.org
http://www.tennesseestandards.com
www.bbc.co.uk
www.enchantedlearning.com
www.tennesseeassessments.com
www.tncore.org
www.engageny.org
www.ncpublicschools.org/arce/standard
s
CHARACTERISTICS OF EFFECTIVE MIDDLE SCHOOL TEACHERS
The Middle School Teacher should:
 be committed to the education of middle school students
 have a positive self-concept
 have an understanding of the nature of the middle school child and know how
they learn best
 have patience and understanding
 be able to communicate effectively with middle school students
 have a positive attitude toward students
 be enthusiastic and exciting to stimulate the curiosity of students
 be flexible and open to change and innovation
 demonstrate resourcefulness in providing the varied experiences needed by
middle school students
 understand that the student is a product of his or her environment and is at
a unique stage in growth and development
 be responsive to the intellectual, personal, and social needs of the student
 be knowledgeable in his or her subject area and bring it to the level of the
learner
 be able to work with other teachers.
CHARACTERISTICS OF MIDDLE SCHOOL STUDENTS
The Middle School Student:
 possesses new intellectual powers
 lives under the impact of puberty
 struggles with turbulent emotions, i.e. anger, love, hate
 is searching for self-identity
 begins to assert autonomy and independence
 needs and seeks peer approval and acceptance (a need to belong)
 often lacks self-confidence
 needs to feel wanted, worthwhile, and trusted
 experiences a radical change with parents, peers, and the opposite sex
 has a new physical body to master (growth of long bones)
 needs to develop social skills in dealing with others
 is extremely idealistic
 has a fluid and flexible self-concept
 is easily frustrated
 is very impressionable
 has a high energy level
 has rapidly multiplying but superficial interests
 should be involved in group games and activities
 may attempt to gain adult status by trying to imitate adult behavior in language,
dress, and use of cosmetics
 expects adults to recognize the importance of his or her friends and activities
Tennessee Academic Vocabulary
Language Arts
6th Grade
7th Grade
8th Grade
Employ
Foreign phrases
Genre
Hyperbole
Imagery
Inference
Mnemonic devices
Writing modes
Multiple meanings
Personification
Rhyme
Rhythm
Point of view
Propaganda
Relevant
Relevancy
Sequential order
Sidebars
Simile
Symbolism
Text features
Thesis statement
Stressed/unstressed
syllables
Clauses
Interaction with texts
Paraphrase
Etymology
Semantic change
Connotation
Denotation
Stress
Pitch
Juncture
Onomatopoeia
Accent
Repetition
Foreign phrases
Internal rhyme
Irony
Mood
Foreshadowing
Flashback
Tone
Inferences
Viewpoint
Epilogue
Assonance
Consonance
Nuance
Climax
Double-negative
Allusion
Antecedent
Bias
Clincher sentence
Coherent order
Composition
Cross-reference
Debate
Derivation
Dramatization
Elaboration
Facilitator (role
identification/groups)
Gerund
Inferring
Jargon
Inductive reasoning
Deductive reasoning
Inflection
Enunciation
Rate
Pitch
Participles
Persuasive writing
Preface
Reliability
Sensory detail
Shades of meaning
Tension
Thesis statement
Mood/tone
Acronyms
Sidebars
Footnotes
Endnotes
Tennessee Academic Vocabulary
Mathematics
6th Grade
Base (of exponent)
Cartesian coordinate
system
Circumference
Compound event
Degree (angles)
Dependent events
Dilation
Equiangular
Equilateral
Experimental
probability
Inequality Theorem
Integers
Interior/exterior angles
Isosceles
Negative
Odds
Percent
Pi
Poll
Power
Prime factorization
Protractor
Pyramid
Qualitative graph
Random
Rate
Ratio
Repeating decimal
Sample bias
Sample space
Sample, sample data
Scalene
Similarity
Simple event
Simulation
Theoretical probability
Triangle
7th Grade
Absolute value
Additive inverses
Box & whisker plot
Coefficient
Cube root
Function
Function notation
Greatest common
divisor
Greatest common
factor
Histograms
Intercepts
Interquartile range
Least common
multiple
Linear equation
Negative exponents
Perfect square
Property
Proportional
relationships
Quartile
Scatter plots
Scientific notation
Slope
Square root
Unit rates
8th Grade
Adjacent angles
Alternate exterior
angles
Alternate interior
angles
Complementary angles
Corresponding angles
D=rt (distance = rate x
time)
Function families
Hypotenuse
Infinite
Legs of a triangle
Line of best fit
(conceptual)
Monomial
Nonlinear equation
Perfect square
Pythagorean Theorem
Quadratic equations
Sequence
Slope intercept form
Supplementary angles
Transversal
Vertical angles
Vertical test
Tennessee Academic Vocabulary
Science
6th Grade
7th Grade
abiotic
atmospheric convection
adaptive engineered
technologies
assistive engineered
technologies
asteroid
bias
biome
biosphere
biotic
cause and effect
chemical potential energy
climate change
conductivity
control
criteria
design constraint
elastic potential
electrical conductor
energy transformation
gravitational potential
energy
hygrometer
meterological data
ocean current
protocol
prototype
psychrometer
scavengers
simple circuits
tides
variable
acceleration
amplitude
asexual reproduction
cell division
cell organelles (ribosome,
mitochondria,
chloroplast, vacuole,
lysosome)
chromosome
crest
diffusion
dominant trait
gene
genetic characteristic
genetic engineering
genotype
igneous
longitudinal wave
mechanical advantage
metamorphic
minerals
mitosis
momentum
monohybrid cross
organ system
osmosis
phenomenon
phenotype
Punnett square
recessive trait
respiration
rock cycle
sedimentary
semi-permeable
sexual reproduction
simple machines
speed
synthesize
tissue
transverse wave
trough
velocity
8th Grade
acid
atom (electron, neutron,
proton)
atomic mass
atomic number
base
biodiversity
chemical change
chemical equation
class
compound
density
dichotomous key
diffusion
domain
electromagnet
electron
element
endothermic
exothermic
family
genus
gravitation (universal law)
kingdom
magnetic field
neutral
neutron
order
particle motion
physiological adaptation
phylum
product
proton
reactant
species
variation
Tennessee Academic Vocabulary
Social Studies
6th Grade
Ancient
Civilizations
Irrigation
Middle Ages
Monarchy
Nomadic
Technological
Empire
Epics
Feudalism
Renaissance
Anthropology
Republics
Caste
Cultural diffusion
Archaeologists
Theocracy
Philosophy
Geologist
Polytheism
Cuneiform
Globalization
Interdependence
(economic)
Class
Dynasty
Hieroglyphics
Dark Ages
Classical
Cartouche
Plague
Mythology
Medieval
7th Grade
Colonization
Demographics
Urbanization
Impact
Prime Meridian
International Date Line
Time zone
GIS/GPS
Capitalism
Communism
Socialism
Free enterprise
Tributary
Topography
Physical processes
Spatial
8th Grade
Philanthropy
Altruism
Antebellum
Absolute
Exchange
Commerce
Congressional
Civic efficacy
Constitutional
Contract
Consumption
Autocracy
Oligarchy
Dictatorship
Diplomacy
Domestic
Doctrine
Federalism
Holocaust
Human impact
Infrastructure
Insurrection
Interdependence
International
Map projections
Nationalism
Magna Carta
Recession
Relative
Republicanism
Social norms
Totalitarian
Vernacular
Autocracy
Oligarchy
Dictatorship
PRODUCT POSSIBILITIES
What can I do besides write a report?
Create a model
Write & produce a play
Make a game
Create a slide show
Write a book
Create a filmstrip
Paint a picture
Draw a diagram
Do a puppet show
Create an
advertisement
Make a diorama
Give a speech
Have a panel
discussion
Make a photo album
Collect Pictures
Keep a diary
Make a calendar
Make a relief map
Make a tape recording
Make a video tape
Make a map
Make a collage
Make a mural
Write a letter
Make a piece of art
Take a survey
Design an experiment
Produce a film
Make a slide
presentation
Draft a petition
Make a lithograph
Write a computer
program
Design needlework
Make an etching
Create a dance
Teach a lesson
Design a wall hanging
Build a planetarium
Give a demonstration
Conduct an interview
Create a political
cartoon
Make a list
Make a travel brochure
Write a poem
Draw a graph
Compile a booklet
Develop a set of student
prints
Draw a set of blue prints
Create a word play
game
Create a radio program
Create a bulletin board
Write a new law
Make a transparency
Submit items to a
magazine
Write an autobiography
Write a song
Design and construct a
new product
Write an opinion article
Make a learning center
Compile a newspaper
Invite a speaker
Make a dictionary
Make a collection of. ..
Create a recipe
Make a puzzle
Compile a portfolio of
sketches
Make a mobile
Plan a journey
Write an essay
Present a mock trial
Develop a display
Make a simulation
game
Design and make
costumes
Make an ammonia
imprint
Formulate a scientific
theory
Make an animated
movie
Write and tape a
conversation
Create a slogan or
bumper sticker
Prepare a TV program
Create a musical
instrument
Hold a press
conference
Write a story
Illustrate a story
Make a timeline
Make a videotape
Conduct a debate
Conduct a training
session
Be a mentor
Prepare & serve ethnic
food
Do a pantomime
Write a letter to the
editor
Collect and analyze
water samples
Develop and use a
questionnaire
Write a news report
BOARD PROTOCOL
TEACHER INFORMATION- must be posted

Where?
- Most visible place in the room for visitors entering the class.
- If space is not available to the left side of the work board, post information above
the work board to the left side.

How?
- Post information on poster sized paper, using the poster maker.
- If poster make is unavailable, use 11” x 17” copy paper.

What should be posted?
- Name
- Grade/Subject
- Planning
- Tutoring Schedule (Upon request)
- E-mail Address
- School Telephone number
BOARD INFORMATION-must be visible daily

Where?
- Most visible place in the room for visitors entering the class.
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What information should be posted?
- Day & Date
- Standards
- SPI’s/GLE
- Objectives “I Will”
- Agenda (Archer’s Do Now)
- Class work
- Assessment & Reflect
- Homework
*Update information before leaving each day.
TEACHING STRATEGIES
Common Subject
Area Planning
(CSAP)
Common
Assessment
(rigor)
WHAT?
Common subject area
planning (CSAP) is a
collaborative meeting
between two or more
teachers that focuses on
the sharing of best
teaching practices.
WHOM?
CSAP meetings will
take place between
common subject area
teachers within a
specific grade. For
example, 6th and 7th
grade English teachers
will meet as a team for
planning and sharing).
HOW?
Teachers will be required to
collaborate in CSAP meetings
weekly during scheduled PLC.
Teachers will focus on lesson
planning, instructional delivery
methods, and data sharing.
Minutes will be recorded and
kept in a notebook that will be
turned in to Mr. Kelly weekly.
Common assessment is
the practice of forming
an assessment, utilizing
higher levels of
Bloom’s Taxonomy,
which is created by a
team of teachers that
teach like-subjects on
the same grade level.
Rigor is best defined as
being challenging
instruction rather than
difficult instruction.
Teachers will use data
from common
assessments to drive
instructional decisions.
Teachers will create common
assessments as part of common
CSAP meetings. Assessments
will be created from SPI’s and
delivered through a TCAP
format. Common assessments
will be turned in weekly to Mr.
Kelly.
Questions can come from
Examview, Discovery, TCAP
prep books, any other TCAP
format source.
Rigor can be defined by the
levels of Bloom’s Taxonomy.
For example, students who are
asked to research a problem
(cognitive), debate the issues
(affective), and use multiple
strategies to deliver
instructions (psychomotor), are
being challenged with a
content-rich rigorous lesson.
Archer’s Do Now
The Archer’s Do Now
is a 5 minute warm-up
activity that is aligned
with TCAP objectives.
The Archer’s Do Now
should reflect on higher
order thinking skills
and should be grade
level appropriate. It is
suggested that the
The Archer’s Do Now
is used by teachers to
assess previously taught
skills.
Teachers will create TCAP
formatted questions, utilizing
higher order thinking skills to
assess previous learning.
Students will complete the
Archer’s Do Now upon
entering the classroom. After
students have completed the
Archer’s Do Now, the teacher
will discuss the answer with
Archer Do Now
assigned for the week
should be reviewed on
Friday.
the students. On Fridays,
teachers will re-assign
questions from the weekly
Archer’s Do Now assignments
as part of data driven common
assessment.
End of Class
Assessment
(EOCA)
The EOCA is an
activity that is aligned
with TCAP objectives.
The EOCA should
reflect on higher order
thinking skills and
should be grade level
appropriate. It is
suggested that the
EOCA assigned for the
week should be
reviewed on Friday.
The EOCA is used by
teachers to assess
previously taught skills.
Teachers will create TCAP
formatted questions, utilizing
higher order thinking skills to
assess previous learning.
Students will complete the
EOCA at the end of the class
period. After students have
completed the EOCA, the
teacher will discuss the answer
with the students. On Fridays,
teachers will re-assign
questions from the weekly
EOCA assignments as part of
data driven common
assessment.
Teachers can go online and
access the curriculum guides
(www.scsk12.org). Teachers
will use the curriculum guide
in the weekly CASP meetings
to plan effective, data driven
instruction.
Curriculum
Guide
Curriculum Guides are
a Shelby County
Schools guide that is
used to plan weekly
instruction.
Teachers will use the
curriculum guides as a
way to plan instruction.
Teachers will still have
the flexibility to plan
for re-teaching.
Pull Out
Pullouts are small
groups, formed by
using previous
assessment data, used
to deliver enriched
instruction.
Students will be
selected from previous
assessment results.
Groups will be determined by
principals and teachers based
on current assessment data.
Targeted
Tutoring
Targeted tutoring is a
planned session used to
deliver TCAP practice.
Students will be
selected for targeted
tutoring based on data
from assessments.
Principals and teachers
will identify possible
students.
Students will meet for planned
tutoring sessions.
Test Taking
Test taking strategies
are methods and
processes used to teach
students how to
Test taking strategies
will be taught by Ms.
Clark and Ms. Harp.
Ms. Clark, Ms. Harp, and
selected teachers will visit
classrooms to deliver test
taking strategies.
effectively take
standardized tests.
Vocabulary and
Spelling
Instruction
Vocabulary lists are a
set of words that are
introduced in daily
instruction that are used
to teach students to
speak in content and
grade specific
language.
Teachers will
collaboratively develop
content specific
vocabulary lists that
will be used to build an
enriched vocabulary.
Teachers will create
vocabulary lists from both
content instruction and state
created vocabulary lists.
SHERWOOD MIDDLE SCHOOL
PERSONAL PROFESSIONAL DEVELOPMENT
2013-2014 School Year
Teacher Name: _________________________
DATE
TITLE
PRESENTER
SITE
SHERWOOD MIDDLE SCHOOL
Components of Quality Work Checklist
Quality Work displays should contain the following components:
 Standards based
 Current
 Grade appropriate
 Purpose clearly defined (what is to be learned)
 Performance task (what are the students asked to do)
 Rubrics (criteria for displaying)
 Technology use
 Standards/specific expectation
 Higher order thinking skills (Did task require skills in application,
analysis, evaluation or synthesis levels on Bloom’s)
 Free of Grammatical Errors
SHERWOOD MIDDLE SCHOOL
Subject Area Minutes
Date
Team
Time
Location
______________________
Members Present:
Others Present:
______________________________
Administrator’s Signature
Notes: _______________________________________________________________
Next Meeting
Date:
Time:
Location:
SHERWOOD MIDDLE SCHOOL
Morning Inspirational Moment
Grade/HR ______________________ Date: __________________
Good morning, this is __________________________________________
representing homeroom _____________ at Sherwood Middle. Where our
motto is, “We are A.I.M. ED and focused for success. Sherwood Archers
Always respect self, others, and property; Initiate higher-level thinking;
and Make good decisions”
At this time, I ask that there be no walking and no talking. (PAUSE
5 seconds)
Please pause for a moment of silence. (PAUSE)
Please stand for the pledge of allegiance:
I pledge allegiance to the Flag
Of the United States of America,
And to the Republic for which it stands:
One Nation under God, indivisible,
With Liberty and Justice for all.
You may be seated.
(Pause for 5 seconds.)
Our thought for today is:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Remember as we begin our day: Archers will always be in the RIGHT Place,
at the RIGHT time, doing the RIGHT thing.
Sample Substitute Instructional Sheet
Date(s) of Absence
Schedule of Classes
8:00 – 8:15 – Homeroom (7-10)
8:20 – 9:40 – 2nd period (7-10)…..Pre-Algebra
9:45 – 10:35 – 3rd period (7-09)……Pre-Algebra
10:40 – 11:35 – 4th period………………Planning
Pick up students on the Main Hall and escort them back to the 2nd Floor
11:40 – 12:35 – 5th period……………Math Exploratory
12:40 – 1:10 – Lunch…………………Lunch
Escort students to lunch and pick them up promptly at 1:10 p.m.
1:20 – 2:15 – 6th period……..……...Exploratory
2:20 - 4:00 - 7th period…….……….Pre-Algebra
Assignments
Pre-Algebra (2nd, 3rd, and 7th Periods)
 Worksheet Packet (5 sheets)
 Show all your work
 No calculators
Math



Exploratory (5th and 6th)
Be A Better Reader books (under each desk)
Pages 109 – 113 Geometric Terms
Pages 141 – 145 Reading Graphs
Dismissal – Dismissal – Dismissal
3:50 p.m. – Release the walkers (list names of walkers on an attached sheet)
4:00 p.m. – Release all other students
Dismissal post – front sidewalk
Helpful Team Member – Carrie Clark
Helpful Students
Homeroom, 2nd, and 6th periods: Cathy Good, Johnny Best
3rd and 5th periods: Marvin Goodtree, Martha Good
7th period: Carrie Clark
Thank you in advance.
(Teacher’s Name)
SHERWOOD MIDDLE SCHOOL
Team Planning Guidelines
Each team will create the following documentation:
 A supply list for parents and students. Display list in team area.
 Team rules/discipline plan (Posted)
 A team library schedule and team calendar with information on parent meetings,
student academic recognitions, fieldtrips, and team meetings, Team Activities.
 A list of supplies needed for classroom instruction.
 Schedule for restroom and locker times
The team meetings will operate under these guidelines:
 Will meet at least three times a week
 The team leader should maintain copies of agenda and minutes.
 Meetings should last no more than 15 – 20 minutes.
 Assign roles before the meeting.
 Discuss student and team progress; what is and is not working, and provide
solutions to what is not working. Do not spend time giving negative feedback on
students.
Sherwood Middle School
Textbook Inventory Form
2013-2014
Teacher:
Room #
Subject:
Grade/Section:
Student’s Name
Date
Student’s Signature
Date
Book # Issued Condition
Returned
Student’s
Signature
SHERWOOD MIDDLE SCHOOL
Format for Effective Instruction
Teacher:
Number of
Students:
Observer:
Date:
Time
in:
Board Protocol
_____Name
_____Planning Period
_____Objective/Guiding Question
_____Tutoring
Class:
Objective:
_____Subject
Time out:
_____SPI
_____Assessment
1. ______ Students complete Archer Do Now
2. ______Teacher does an assessment and overview of the Archer Do Now
3. ______Teacher introduces the day’s lesson (this includes specifically stating what is to be
learned and the expected outcome).
4. ______Teacher models the learning.
______Teacher does and example.
______Teacher does and example assisted by the students.
______Students do an example assisted by the teacher.
______Students do an example.
5. ______Students complete a related active. (The teacher actively monitors the activity to ensure
time on task).
6. _____Teacher assesses the learning (Uses variety of strategies and assessment to determine if
students learned the intended information).
Commendations:
Recommendations:
Assessment
______Rigor
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______Basic
______Below Basic
2013-2014 Lesson Plan Assessment
Teacher: _____________________________________ Date: ___________________
Component
Yes No N/AA
Comments
Curriculum Connections
The plan shows evidence of curriculum implementation
and following AMW pacing guide.
Integration of content is included where appropriate.
Concepts/vocabulary are included.
SPIs/GLE’s are included.
Objectives
Objectives are measurable and relevant.
Instructional Strategies
Strategies are varied (three per lesson).
Strategies are differentiated when appropriate.
Strategies include technology integration when
appropriate.
Student Activities
Students participate throughout the lesson in a variety
of ways
Reinforcement/enrichment activities are included.
Required pacing guide activities are included in plan.
Assessment Activities
Students are assessed verbally and through written
work
Formative assessment activities occur to monitor student
mastery
Students are assessed through homework
Students are assessed through classwork
Students are assessed through test & quizzes
Students are assessed through alternative assessment
projects
Closure Activities
All students restate the learning or do “one more”.
Closure requires written & verbal response by students
Closure activities vary day-2-day.
Areas of Strength:
Areas to be Strengthened:
Principal Signature
Date reviewed