Aimee+Witulski

Lesson #1 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.
 * Academic Teacher Pre-Teaching Report

Date of review: Title of lesson reviewed: Coordinates Plane in Flash Academic Area: math

1. What academic concepts and district academic standards are addressed in this unit? graphing on the coordinate plane, domain and range

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Algebra 1

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? What vocabulary was different? How did you decide to bridge the different vocabulary? Both content areas use axes to describe position. However, the y-axis is used differently to describe position. In computer programming, the y-coordinates increase as you move down and in math, the y-coordinates decrease as you move down. This difference was pointed out to the class and the students practiced finding the coordinates in both situations. Students were also given the definitions of domain and range in math and how they relate to computer programming.

4. How well are the academic concepts integrated into the occupational content of this lesson? The academic concepts are integrated well into the occupational content and the differences are easily seen

5. What method was used to assess the student’s academic awareness? math pretest questions similar to the content warm-up

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? A worksheet with problems addressing plotting points on the coordinate plane, domain and range. The problems gave the students the opportunity to practice the math concepts in a traditional format.

7. What material will be used for remedial and advanced students? The worksheet had questions for all levels of students.

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Increasing the difficulty of some of the problems to challenge the advanced students more.

**Academic Teacher Pre-Teaching Report Lesson #2 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Title of lesson reviewed: Object Catcher in Adobe Flash Academic Area: math

1. What academic concepts and district academic standards are addressed in this unit? recursion, exponential equations

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Algebra 1, Advanced Algebra

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? What vocabulary was different? How did you decide to bridge the different vocabulary? In this lesson, the programming loop is similar to the recursion process. This similarity is brought to the students’ attention by first introducing it in the programming language and relating it to the math process.

4. How well are the academic concepts integrated into the occupational content of this lesson? The academic concepts are easily integrated into the lesson because the students are utilizing the math within the programming, it is only necessary to relate the two.

5. What method was used to assess the student’s academic awareness? verbal informal assessment

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? a worksheet was used for students to practice recursion, writing and using exponential equations

7. What material will be used for remedial and advanced students? advanced students will be able to solve the problems on the worksheet using advanced techniques

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? stressing the recursion process as a loop in programming and practicing working with exponential equations.

**Academic Teacher Pre-Teaching Report Lesson #3 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Title of lesson reviewed: Asteroids ship rotation in Adobe Flash Academic Area: Math

1. What academic concepts and district academic standards are addressed in this unit? converting between radians and degrees

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science precalculus

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? Students are comfortable working with angles in degrees; computer programs use radians for calculations. The students need to understand the conversion between the units of measure.

4. How well are the academic concepts integrated into the occupational content of this lesson? The academic concept of radians is easily integrated into the content by explaining how the computer does the calculations.

5. What method was used to assess the student’s academic awareness? Students were given a short pretest to determine if they were familiar with radians.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? A worksheet was used that helped explain radians and gave the students an opportunity to practice converting between radians and degrees.

7. What material will be used for remedial and advanced students? The practice problems started with basic problems and increased in difficulty, giving all students and opportunity for success and to be challenged.

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Use a hands-on activity so students are able to see how a radian compares to a degree.

**Academic Teacher Pre-Teaching Report Lesson #4 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Title of lesson reviewed: Asteroids in Adobe Flash – Speed and Acceleration Academic Area: math

1. What academic concepts and district academic standards are addressed in this unit? right triangle trig - using sine, cosine and tangent to find a missing angle or side of a right triangle

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science geometry and precalculus

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? While working with flash, students use sine and cosine to find the position of an object. The vocabulary for the trig functions is seen in the same context for both the academic area and the CTE class.

4. How well are the academic concepts integrated into the occupational content of this lesson? Students use the trig functions while working in flash, so the academic concepts are seamlessly integrated into the occupational content of the lesson.

5. What method was used to assess the student’s academic awareness? Students were given a pre-test to determine their comfort level with the math concepts.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Students were given a worksheet with multiple problems to practice finding the missing sides and angles of a right triangle.

7. What material will be used for remedial and advanced students? The practice problems have varying difficulty and there is opportunity for the advanced students to assist remedial students.

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? If students struggle, more practice problems can be added within the context of flash.

**Academic Teacher Pre-Teaching Report Lesson #5 ** Date of review: Title of lesson reviewed: Adobe Flash - Acceleration and friction review Academic Area: Math

1. What academic concepts and district academic standards are addressed in this unit? Position, average velocity, instantaneous velocity, vector notation

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Precalculus

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? Vocabulary is similar in both areas. Students were working with position and velocity of an object within the computer program, the lesson helped them transfer the similarities.

4. How well are the academic concepts integrated into the occupational content of this lesson? The students see the same concepts in the computer programming and the math content.

5. What method was used to assess the student’s academic awareness? Verbal informal pretest

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Problems were developed to help students practice finding position, average velocity and instantaneous velocity. Students also worked through problems dealing with vector notation.

7. What material will be used for remedial and advanced students? The practice problems were increased in difficulty, giving all students a challenge

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? The math used may be too advanced for most students, it may be a lesson that is more accessible their senior year.

**<span style="background-color: #e9e7e7; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%; text-align: center;">Academic Teacher Pre-Teaching Report Lesson #6 **

Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Title of lesson reviewed: Adobe Flash - Drawing with Flash; using slope and the Pythagorean theorem Academic Area: Math

1. What academic concepts and district academic standards are addressed in this unit? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pythagorean Theorem, Distance, Slope

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Algebra 1, Geometry

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The commands within the program vary slightly from the mathematical concepts. Instruction was given to help students see the similarities.

4. How well are the academic concepts integrated into the occupational content of this lesson? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students need to use slope and distance to create their picture. The mathematical concepts were extremely well embedded in the lesson.

5. What method was used to assess the student’s academic awareness? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Informal pretest

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A worksheet served as a reminder for students on Pythagorean Theorem and slope. While students were creating their pictures they continued to use these concepts.

7. What material will be used for remedial and advanced students? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students of all levels were able to work the problems and for students that were ready for a challenge, they had the opportunity to make their pictures more detailed

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> This is a good lesson for students to practice basic math concepts and immediately apply them to computer programming.