Ryan+Lopez+(Hervey)

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: Academic Area:  **Language Arts**

1. What academic concepts and district academic standards are addressed in this unit?
 * Standards: 2, 3**

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th-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: 1st/3rd person writing

Different: "Short constructed response" is not really a CTE/Criminal Justice term, but the students are largely familiar with it already. Stacey will tap their prior knowledge by relating to state standardized tests.**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * Moderately well. This isn't exactly "criminal justice writing," but it's not an uncommon way to assess student comprehension, and is done utilizing CJ materials.**

5. What method was used to assess the student’s academic awareness?
 * Worksheet reviewing 1st versus 3rd person writing. Explaining what the phrase "short constructed response" means.**

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * We are having the students read articles related to the topic and respond to them in a paragraph, as they might on state standardized tests.**

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?
 * I'd like to continue working with Stacey on ways to make the introduction of these ideas less clunky, but otherwise it is pretty good.**

**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: 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 #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?
 * Concepts: Identifying fact and opinion**
 * Standards: 1, 4, 5**

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science
 * 9th-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: Fact, opinion, inference.**

4. How well are the academic concepts integrated into the occupational content of this lesson?
 * Very well. This is a crucial part of writing accurate, usable police reports, and the concept flows into the CJ content very smoothly.**

5. What method was used to assess the student’s academic awareness? Sample writing including only facts to describe a crime scene.**
 * Fact/opinion worksheet.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected?
 * I developed a "Fact versus Opinion" guidelines sheet (which included tips on inferences). This sheet has questions one can ask to determine if something is fact, opinion, or inference, as well as "signal words" for statements that are factual or opinionated.

Next, there is a practice sheet that students will complete that asks them to IDENTIFY fact/opinion statements, WRITE facts and opinions on various topics (school, music, books, etc.), and finally PREDICT potential inferences one might draw based on three different presented scenarios.

Finally, students will examine an excerpt from a speech by Barack Obama, and identify facts, opinions, and inferences in this speech.**

7. What material will be used for remedial and advanced students?
 * When describing a crime scene, we have different degrees of difficulty for the students' descriptions (i.e. just describing the setting, versus finding an opinion-free way to describe individuals' actions)**

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?
 * I feel pretty good about this one for now.**

**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?