Rebecca+Havekotte

Lesson #1 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.
 * CTE/Arts Teacher Post-Teaching Report

Date(s) lesson taught:9/6 Students atarted presenting started 9/8 finished 11/5 Title of lesson taught: Industry Presentation Total class time, in minutes, spent on this lesson: each student 5 hours Total number of classes in which the lesson was taught: students presented on different days throughout the semester

1. What CTE/Arts concepts were covered in this lesson? Podcasting, graphic representation, technology processes, career research

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson?

CTE or Arts Concept(s): CTE Standard #1—1.5 research a variety of career clusters and understand the evolving career opportunities within communication oriented careers. Art standard—communication: Synthesize visual images themes and ideas.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I photo, Garage band, scanners, internet, textbook. Students had to read an summarize a chapter and write out a script. For this assignment it worked. Garage band was problematic as there was a 5 second delay between pushing the record but and the time it started recording. The students did learn a new trick, so that was worthwhile.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Student did a podcast about a day in history using their birthday.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The student read a chapter, had to summarize, write the script, and break down their speech into small sentences or parts of sentences.They then recorded their voice.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The difference between the first podcast and the second is that we had practiced rewriting run-on sentences. In the first podcast 72 percent tried to record the whole thing in one segment. In the second podcast, 90 percent of them broke up the speech into smaller segments.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. All students who did the assignment were able to produce an executable podcast. All who did the project provided graphics to illustrate the concepts.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? The academic concept of run on sentences and speech were a natural part of the process.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Students picked a chapter from a book and were given a day to present. One student has been here so few days that he did not get his done.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I may consider doing a power point presentation instead. The garage band program was problematic and it would would be more of a speech if they had to do it live.

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught:10/13 Title of lesson taught:Text Only Ad Total class time, in minutes, spent on this lesson: lesson 1.5 hours. Students worked one week Total number of classes in which the lesson was taught: 6

1. What CTE/Arts concepts were covered in this lesson? thumbnail sketches, Concept development, Slogans, Advertising copy, vector drawing

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? CTE or Arts Concept(s): CTE Standard #1—1.3 Use various graphic arts processes in the design and production of visual image products. Art standard—communication: Synthesize visual images themes and ideas.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not?
 * Projecting my monitor on their monitors**: was effective because the students can see close up what I ham demonstrating.
 * Individual whiteboards**: were effective because I could see who was getting the concept and who was not. They also like writing on them. The students rewrote sentences and replaced dead verbs with active verbs. In my AM class they were working individually and they were hesitant. In my PM class after I had done it once, they worked in groups of 2. There was more buy-in.
 * Welcome letter to par down to essentials:** This worked only because they saw how much of the letter was not essential. I had them cross out word on a letter that were not essential to the meaning. Afterward I show on example on their monitor of an extreme edit. I think it illustrated the concept of "concise" well.,
 * Adverteasing game cards:** I gave them a slogan and they were to identify the company or product. In the morning class the ones I chose were too old and most of them were clueless. In the afternoo I picked more current ones and set it up as cometition and they did much better. I think it illustrated what a good slogan should be like.

4. What did you use to pre-assess your students? Describe the pre-assessment results. They wrote a slogan on their whiteboard for a graphic that was projected on their monitors.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The academic concepts were an integral part of the lesson as they have to write a slogan and some advertising copy for their graphic text only ad. Using active verbs makes the copy memorable. Being concise makes it easier to read.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. 45% of students received a 90% or better (A), 45 % received an 80% - 89% (B), and 10% received a 56% - 63% (C) 7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. 45% of students received a 90% or better (A), 45 % received an 80% - 89% (B), and 10% received a 56% - 63% (C).

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? It was better in the Pm for several reasons. The student were awake, as opposed to the 7:30 class, and I was not being evaluated. This lesson is one I have done in the past. The difference is had a few more tools to explain the academic concepts this time.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? I did the demonstration and practiced the concepts but the actual project will take a week.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I think this one went well.

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: November 9 ,10 due November 16 Title of lesson taught: Ad Evaluation Total class time, in minutes, spent on this lesson: 2 hours Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Advertising copy and techniques, composition and critique

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? CTE standard 1 - 4; Art Standard Communication

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Sample Ad's, list of descriptive words, Discussion of principles of Design with handout, practice describing an ad, deciding what is effective what is not effective.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Student hand in their first ad evaluation and I go over it with them. Then they do the next 2.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The concepts were inseperable becuase they had to describe and give an opinion about 3 existing ads.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. They did what I asked, most of them were OK. a few were very good and a few did not get much out of it. many of them did not do it.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. 37% earned a 90% or better (A), 10 % earned a 80 – 89 % (B), 10% earned a 70 – 79% (C), 1 % earned a 60 – 69% (D) and 45% did not turn it in. I think they improved the way they look at advertisments. They have begun to see where the truth is and where the hot air and over-exaggeration is.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? This lesson was less comfortable than the last two, primarily because the emphasis is on evaluation and critique and not producing a visual product. They kids were less excited about this lesson because it did not involve making their own designs.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? I did complete it, but I am still waiting for Late work. Some students may have decided to blow this one off.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I need to come up with a way for them to either redo the ad or make something from the ads to make it more interesting.

**CTE/Arts Teacher Post-Teaching Report Lesson #4 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: Dec 1, 2009 Title of lesson taught: Photo illustration Total class time, in minutes, spent on this lesson: 12.5 hours Total number of classes in which the lesson was taught: 5

1. What CTE/Arts concepts were covered in this lesson? Photo Illustration, Photoshop, Composition, visual representation of a piece of text. 2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? CTE standard 1; Art standard 3.2, 4.2 3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Graphic examples, White boards

4. What did you use to pre-assess your students? Describe the pre-assessment results. I projected a provocative photo and had student describe what they saw on white boards, we shared and made suggestions. 5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The students were working with a visual image of their creation and their own original writing. They were to “say the same thing” 2 different ways. 6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Student all understood the concept of having a graphic and a piece of writing “say the same thing” 49% of students earned a 90 – 100 % (A) 35 % earned 80 – 89 % (B); 15 % earned 70 – 79 % (C); .5 % earned 60 -69 % (D); and .5 % earned 59 or below (F) 7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. 49% of students earned a 90 – 100 % (A) 35 % earned 80 – 89 % (B); 15 % earned 70 – 79 % (C); .5 % earned 60 -69 % (D); and .5 % earned 59 or below (F)

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I feel very comfortable with this lesson. 9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? yes

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I think the academic content worked.

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught:January 13 - 25 Title of lesson taught: Original Character Total class time, in minutes, spent on this lesson:3 hours direct instruction 1 week individual workshop Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Character Design, drawing

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson?

<span style="font-family: Arial,Helvetica,sans-serif;">CTE or Arts Concept(s): CTE Standard #1—1.4 Incorporate imaging processes and systems in the production of visual images that record, entertain, illustrate, communicate, and/or interpret information. Art standard— 3.3 select and use appropriate materials, tools, techniques, and processes for a specific artistic purpose

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Student examples, facial expression references, gesture drawing worksheet, archetype handout, visual examples of archetypes, graphic organizer for written description, example of character description.

4. What did you use to pre-assess your students? Describe the pre-assessment results.I read a description of two animals and had them draw on white boards. I found out who had drawing skills, If they were shy about showing off their drawing and also if they were listening to what I was describing.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The academic concepts were integrated very well, They had to describe the character with words and in a drawing.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. All students wrote a description that included: <span style="font-family: Arial,Helvetica,sans-serif;">1. Start with what you know - build your characters from familiar people and animals you encounter in your life. 2. Give a physical description of your character. Use more than on sense or all five senses to describe your character. What does it look like ?, what does it feel like? What does it smell like? What does it sound like? What does it taste like? Watch people. Study gestures and movement, they indicate an emotional state. 3. How does your character talk? Does it have an accent? Is it articulate? Does it us slang or gibberish. What language does it speak? 4. Is your character a Hero (good guy) bad guy (shadow), super masculine/ feminine (anima/animus, or highly evolved individual (self)? 5. Where does your Character live, and with whom? 6. What does your character do for a living 7. What is its name? Low score was a 78% High score 100% The diffeernce was the detail of the description, and the quality of the paragraph and sentence structure.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. All students came up with an original character that was suitable to animate.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very comfortable

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? It was completed. It took longer than I anticipated.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson?

**<span style="background-color: #e9e7e7; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%; text-align: center;">CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

<span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: Arial;">Date(s) lesson taught: Title of lesson taught: Total class time, in minutes, spent on this lesson: Total number of classes in which the lesson was taught:

1. What CTE/Arts concepts were covered in this lesson? storyboarding, animation character, gesture and facial expression. Drawing. Flash animation

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? <span style="font-family: Arial,Helvetica,sans-serif;">CTE or Arts Concept(s): CTE Standard #1—1.4 Incorporate imaging processes and systems in the production of visual images that record, entertain, illustrate, communicate, and/or interpret information. <span style="font-family: Arial,Helvetica,sans-serif;">Art standard— <span style="font-family: Arial,Helvetica,sans-serif;">3.3 select and use appropriate materials, tools, techniques, and processes for a specific artistic purpose

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Student examples: storyboard,scripts and animations. Script storyboard and movie intro from "the Matrix" comparison story description of a storyboard, one boring one very descriptive.

4. What did you use to pre-assess your students? Describe the pre-assessment results. I asked student to write on an index card the answers to : What is the first step in making a move, commercial or animation? What happens after that? Most students thought you have to get an idea first, then start making the film.We talked about how important the planning is and how you can save time and money by drawing and writing before you begin.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The academic concept took over precedence in this lesson. I really did not get down to the CTE meat until the 5th category.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The students all wrote a script that described the sequence of events. Low score 75% High score 98%. The difference is in the quality of the description and sentence/paragraph structure.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. All students animated a short sequence using the poses they drew of their original character. The animations were based on the storyboard and script. High score 98% low score 68%

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I was comfortable but need to get back to more emphasis on the animation and storyboard.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? I took a it longer for the students to animate that I had originally planned.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? <span style="font-family: Arial,helvetica,sans-serif;">Have students work through a practice frame by frame animation flash file.