Ryan+Lopez+(Havekotte)

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: **September 29, 2009** Title of lesson reviewed: **Graphic Design Industry Presentation** Academic Area:  Language Arts/English

1. What academic concepts and district academic standards are addressed in this unit? Concepts: run-on sentences, how punctuation affects oral reading, writing a script for a podcast**
 * Standards: 1, 2

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th-10th Language Arts**

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?
 * Pretty well. The object is to use GarageBand to make a podcast, and an effective podcast must be read well. The need to avoid the "say it all in one breath" error, along with fillers (um, ah, etc.) gels well with run-ons and punctuation.**

5. What method was used to assess the student’s academic awareness?
 * Students had previously created a podcast without a prepared script.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * We have a worksheet on run-on sentences to show how punctuation affects our reading.**

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?
 * Yes**

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?
 * It might be a good idea to have explicit practice for students to read a piece of writing, pausing and inflecting their voice appropriately. This reading would probably be good to do individually first, several times with different pauses/inflections, then as a class to see how differences affect the flow and effectiveness of the reading.

We also need to re-evaluate our differentiation, which isn't strong at this time.**

**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: September 29, 2009 Title of lesson reviewed:Text Only Ad Academic Area:   Language Arts

1. What academic concepts and district academic standards are addressed in this unit? Writing with strong, active language//**
 * //Concepts:

//**Standards: 2. Students write and speak for a variety of purposes and audiences**// //**3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.**//

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science //**Ninth and Tenth grade Language Arts**//

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? //**Differing vocabulary: Dead Verbs--students will identify "boring" language in text-only ads, and teacher will help students understand correlation between "boring" language and Dead Verbs.**//

4. How well are the academic concepts integrated into the occupational content of this lesson? //**This lesson is a pretty natural fit for using strong verbs. Some modification to the "letter" of the language arts concept is necessary, given the fact that advertisements are often not strictly "grammatically correct," but the use of strong verbs is very natural to the task.**//

5. What method was used to assess the student’s academic awareness?
 * Students were asked to identify why some advertisement copy is better than others, then to rewrite the weak copy so it is more effective.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * We used sample sentences from the book __Blowing Away the State Writing Assessment__--they provide sample sentences using "dead" verbs, and the kids rewrite those sentences with active verbs. We chose these because I use essentially the same examples in my class when I want students to practice this skill.**

7. What material will be used for remedial and advanced students?
 * The book __Blowing Away the State Writing Assessment__ provides different levels of difficulty to draw on for different 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?
 * Perhaps the biggest potential hang-up is that kids just want to replace the dead verb in the sentence, but that isn't really the main key. For example, "The boy __is__ lonely" (the dead verb is underlined). Many simply want to say "The boy __looks__ lonely," which doesn't really make the sentence more powerful.

//Stress to the students that this skill will probably involve ADDING to the sentence. For example, "the lonely boy's head dropped when he saw the empty seats at his birthday party" or "the boy sat watching the others from the corner, hoping someone would play with him" create a __sense__ of loneliness and elicit a stronger response from the reader/listener.//**

**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: September 29, 2009 Title of lesson reviewed: Ad Evaluation Academic Area:   Language Arts

1. What academic concepts and district academic standards are addressed in this unit?
 * Standards: 2, 3, 4**
 * Concepts: Persuasive writing, rhetorical devices, active verbs, descriptive language**

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th and 10th grade Language Arts**

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?
 * There wasn't a lot of common vocabulary. The main "English" vocabulary we focused on was rhetorical devices. We used a variety of examples to demonstrate what techniques such as parallel structure mean.**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * It's a natural fit, but not necessarily obvious to the students. I think that developing the "traditional" examples will help with this.**

5. What method was used to assess the student’s academic awareness?
 * Students did a "pre-evaluation" of an advertisement, before learning the specific things we want them to look for. This was discussed with the class, afterward.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * This is one of our weaker areas for this lesson. We have some examples of rhetorical devices, but I would like to include something along the lines of a game/activity that has the kids play around with using various devices for specific purposes.**

7. What material will be used for remedial and advanced students?
 * Different devices have different levels of difficulty, so students can be challenged by having the teacher choose a combination of devices to match their respective abilities, or challenged to use different numbers of devices in their work.**

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?
 * All are there, but, as I said, we need to polish Step 5.**

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?
 * I've already mentioned everything I have to suggest at this time.**

**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: December 4, 2009 Title of lesson reviewed: Photo Illustration Academic Area:   Language Arts

1. What academic concepts and district academic standards are addressed in this unit?
 * Standards: 3, 4**
 * Concepts: Descriptive writing**

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th and 10th grade Language Arts**

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?
 * "Illustration" is a common term that was important to this lesson. The kids merely needed to learn what was meant by a "verbal" illustration, and how that correlates to graphic design.**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * I feel like this lesson is solid. We came up with a fun assignment where students need to tell the "story" of some images from //The Mysteries of Harris Burdick//, connects very smoothly with the core CTE lesson.**

5. What method was used to assess the student’s academic awareness?
 * Students describe and image she shows them, trying to tell the story of the person in the picture, with no explanation from her. Afterward, they share their stories, and discuss descriptive writing techniques they applied naturally.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * As mentioned above, we used the //Harris Burdick// images to get kids thinking. This creative images all have compelling titles and captions that spark kids' imaginations.**

7. What material will be used for remedial and advanced students?
 * The flexible nature of the writing allows us to challenge students to achieve different levels of creativity and descriptive writing, depending on their abilities.**

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?

**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: **12-5-09** Title of lesson reviewed: **Original Character** Academic Area:   **Language Arts**

1. What academic concepts and district academic standards are addressed in this unit?
 * Standards: 2, 4**
 * Concepts: descriptive writing, character development**.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th and 10th Grade Language Arts.**

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: Expression, gesture, character**


 * New: character archetypes (hero, shadow, persona, animus/anima, etc.)--CTE teacher used examples (illustrations) from classic and popular culture to demonstrate various archetypes.**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * Pretty well. After doing some sketching exercises, and discussion of archetypes, the students must write a paragraph or two describing their character before illustrating him/her/it.**

5. What method was used to assess the student’s academic awareness?
 * Students drew characters based on written descriptions read by the teacher.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * Students had several details they had to address about their character's background and appearance. the teacher provided a graphic organizer to help the students organize their thoughts and draft their descriptions. This process is similar to the process used in the Language Arts classroom for prewriting and drafting.**

7. What material will be used for remedial and advanced students?
 * Rather than different materials, we adjust the expectations for students of differing abilities. Students who struggle with language skills will provide simpler descriptions, while advanced students will be expected to give greater detail and depth to their characters.**

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?

**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: **2-5-2010** Title of lesson reviewed: **Storyboard, script, and frame by frame animation** Academic Area:   **Language Arts**

1. What academic concepts and district academic standards are addressed in this unit? Concepts: Descriptive writing, active verbs**
 * Standards: 2, 4

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th and 10th grade Language Arts**

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: Planning (of a draft), descriptive language, sequence**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * This feels very good. Rebecca did a great job of taking a description from a Steinbeck novel and making it "boring" to demonstrate for the kids the value of descriptive language and active verbs. Additionally, she will read a description of the opening scene of The Matrix from the script, before showing how they created that scene on the screen. Kids will also have to describe the animations the end up doing in a descriptive paragraph and with a storyboard before animating.**

5. What method was used to assess the student’s academic awareness? "What's the first step in making a movie?" "What do you do next?"**
 * On an index card, students answer:

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * Students will look at the sample the CTE teacher made and compare two versions of a Steinbeck paragraph about an octopus--Steinbeck's and Rebecca's "boring" version that describes events in simple, un-atmospheric language.Students then draft their own descriptions, paying attention to description and active language.**

7. What material will be used for remedial and advanced students?
 * Remedial: A graphic organizer will be provided that will guide their thinking. They will draft a description of the scene without the same expectations for description at first. Afterward, an advanced student will help the remedial student incorporate more descriptive language.**

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?
 * This one feels solid.**