Andrea+Wiseman+(Kirksey)

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: 9-8-09 Title of lesson reviewed: Understanding Measurement Academic Area: Mathematics

1. What academic concepts and district academic standards are addressed in this unit?

//Measurement, adding fractions, common denominators, factors, multiples, linear functions //

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

//Pre-algebra and 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?

//In this lesson, we did not find any vocabulary that was different, however, "linear functions" is a phrase not often used in costume design. The common vocabulary included common denominators, fractions, factors and multiples. Since Lara does not have to teach the students different costume design terms for common mathematics terms, she and I discussed incorporation of the terms. Lara and I met to run through the lesson. During that time, we discussed what the mathematical terms were, what the students could be expected to know and when to use the terms in the lesson. For example, as we worked through the x-y tables for the linear function that converts number of yards to number of feet, we also discussed slope, independent variable, and dependent variable. By discussing these terms, Lara can help the students connect what they have heard in math, science and her class.//

4. How well are the academic concepts integrated into the occupational content of this lesson?

//Because the lesson starts with a focus on measurement, the initial ideas are well-integrated. In addition, Lara is including connections to linear functions as the students develop methods for converting between inches and feet, feet and yards and inches and yards. Therefore, I feel confident that the concepts are well integrated.//

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

//Lara gave the pre-test. The discussion after the pre-test indicated that students have a variety of levels of mathematical understanding and awareness of the concepts.//

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?

//We found a web site that creates worksheets for ruler/measurement reading. Since this is a skill that needs practice, we thought that worksheets were a good way to traditionally present the information. In addition, we developed worksheets related to finding the equations of direct variation linear functions. The worksheets were based on the work in IMP that most 10th and 11th grade students would have seen in their DSA math classes. We decided to use that material because it will - we hope - help the students make connections to material they know or are currently reviewing.//

7. What material will be used for remedial and advanced students?

// We did not develop particular items for differentiation. However, in discussion prior to the lesson, we did discuss the fact that one student in particular performed exceptionally well on the pre-test. Lara may ask her to do student presentations. In addition, I will offer my tutoring time to students in Lara’s class. //

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?

//I believe so.//

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

//Not at the moment. I will have more input after the lesson.//

**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:9/30/09 Title of lesson reviewed:Hat Making Academic Area: Mathematics

1. What academic concepts and district academic standards are addressed in this unit? //Solving linear equations, circumference and area formulas for circles, adding/subtracting fractions//

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? //Common vocabulary: Area, Circumference, Radius, Diameter, fraction,// //I don't think we had any different vocabulary//

4. How well are the academic concepts integrated into the occupational content of this lesson? //Although I would like to tweak the work for next year, the incorporation is solid in this leeson. In order to make a hat, students would need to convert circumference measurenments to radius whether they refered to teh specifi mathematics they had learned before or not. As a result, this lesson already had teh mathematics well integrated.//

5. What method was used to assess the student’s academic awareness? //Pre-questioning by teacher.//

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? //Worksheets with circles out of context. Students are asked to find circumference, area or radius given one of the other measurements.//

7. What material will be used for remedial and advanced students? //Since this is review for most students, none was prepared in advance. Lara and I will adress the issue as needed.//

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? //I believe so. The formal assessment is included in a later lesson as part of a large project.//

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? //Wen I teach the circle unit in my math classes, I will refer to this context to make the connection in my classes as well.//

**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: Academic Area:

1. What academic concepts and district academic standards are addressed in this unit?

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

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?

4. How well are the academic concepts integrated into the occupational content of this lesson?

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

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?

7. What material will be used for remedial and advanced 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?

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

**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: Academic Area:

1. What academic concepts and district academic standards are addressed in this unit?

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

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?

4. How well are the academic concepts integrated into the occupational content of this lesson?

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

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?

7. What material will be used for remedial and advanced 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?

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

**Academic Teacher Pre-Teaching Report Lesson #5 ** 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: Academic Area:

1. What academic concepts and district academic standards are addressed in this unit?

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

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?

4. How well are the academic concepts integrated into the occupational content of this lesson?

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

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?

7. What material will be used for remedial and advanced 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?

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

**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: Academic Area:

1. What academic concepts and district academic standards are addressed in this unit?

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

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?

4. How well are the academic concepts integrated into the occupational content of this lesson?

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

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?

7. What material will be used for remedial and advanced 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?

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?