Andrea+Wiseman+(Rosenbaum)

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: 9-1-09 Title of lesson reviewed: Learning the Ruler Academic Area: Mathematics

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

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

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science //Pre-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? //Common Vocabulary: Multiplication, Division, Fractions Different Vocabulary: None for his lesson How we plan to bridge: Deb will explicitly use the vocabulary in the lesson to help students connect math and art//. //Andrea will provide additional practice sheets as needed.//

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

//Deb has a very good understanding of the mathematics. Given that skill and the work we did in discussion of this lesson, I believe she has integrated the concepts very well.//

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

//A pre-assessment and the introduction in the lesson. Deb will explain that the use of careful measurement is essential in the upcoming art activity.//

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, I created a reference guide for adding/subtracting fractions that includes several traditional examples Deb may incorporate into her lesson as needed by students.//

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

// We did not develop particular items for differentiation. However, I will offer my tutoring time to students in Deb’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: Making Enlargements and Reductions Academic Area: Mathematics

1. What academic concepts and district academic standards are addressed in this unit? //Converting between decimals and fractions, finding scale factors, similar figures, ratios, proportions//

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science //Middle School math and basic 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: Similar Figures*, enlarging/reducing, ratio, proprotion(al)// //The term similar figures was also "similar shapes". We decided to use the traditional mathematics term to connect the classes. We aslo discussed the technical mathematical meaning of proportion (an equation setting two ratios equal) and its connection to the common term proportional. We scripted the traditional examples Deb will use to incoporate these terms.//

4. How well are the academic concepts integrated into the occupational content of this lesson? //Excellently. Deb has a very good understanding of the mathematics, how to get the kids to understand the processes and concepts and where the stduents will need to use the mathematics. As a result, the lesson clearly connects the math to a neceassry arts skill.//

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? //We developed several worksheets that provide both practice and step by step examples for the students. We decided to provide the examples because the students are in MS and may be seeing this work for the first time. They will need more support than their HS counterparts would.//

7. What material will be used for remedial and advanced students? //The step by step examples came out of student understanding that Deb saw (did not see) in the firt lesson. In essence, these examples provide both help for this lesson as well as review of material from the previous lesson.//

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? //Definitely!//

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? //No, Deb has done a very good job of incorporating the ideas.//

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:10-16-09 Title of lesson reviewed: Creating Prototype Shapes for Sculpture Academic Area: Mathematics: Fractions, Measurement, Basic geometric shapes (triangles, sqaures, cubes), Right angles

1. What academic concepts and district academic standards are addressed in this unit? //Reducing Fractions, Adding fractions,Measurement, Understanding characterisitcs of geometric shapes//

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

//Pre-ALegbra//

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: Fractions, adding/subtracting, reducing fractions, sqaure, cube, triangle, right angle Differnt Vocabulary: Height, width, depth - alhtough we use these terms in math, we are allowed to determine which side of a rectangular prism will be which measurement. In art, height and width refer specifically to vertical and horizontal lengths only. I will bring this students attention in math classes.//

4. How well are the academic concepts integrated into the occupational content of this lesson? //As always, Deb is doing a terrific job. She uses these concpets every day and know when and how to integrate them into her curriculum.//

5. What method was used to assess the student’s academic awareness? //Pre and post assessment, work sheets, questioning and quality of work product//

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? //We chose basic problems common to every pre-algebra text - including a reference page explaining how to reduce fractions. Since arts class is more hands on than most academic classes, the use of the reference page may be helpful as a memory aid in lieu of traditional notes.//

7. What material will be used for remedial and advanced students? //We developed additional worksheets as most students needed extra practice with the mathematical processes.//

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? //Not at this time. The incorporation of the concpets seems to work well.//

**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:10-16-09 Title of lesson reviewed: Mat Cutting Academic Area: mathematics

1. What academic concepts and district academic standards are addressed in this unit? //Addition of fractions, reducing fractions, converting between mixed numbers and improper fractions//

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science //Pre-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? //Common Vocabulary: Fractions, Adding and subtracting New Vocabulary for students: Common Multiples, Least Common Denominator, Imporper Fractions, Mixed Numbers - These terms, although new to the students as arts students, were introduced previous lesson and the students continue the learning in this lesson.//

4. How well are the academic concepts integrated into the occupational content of this lesson? //Deb is consistently integrating the ideas well.//

5. What method was used to assess the student’s academic awareness? Pre and post assessment, work sheets, questioning and quality of work product

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

//We chose basic problems common to every pre-algebra text - including a reference page explaining how to reduce fractions. Since arts class is more hands on than most academic classes, the use of the reference page may be helpful as a memory aid in lieu of traditional notes.//

7. What material will be used for remedial and advanced students? //Additional Work sheets as needed for practice.//

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? //None at this time//

**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: Feb. 5, 2010 Title of lesson reviewed:Proportions of the Human Face Academic Area: Mathematics

1. What academic concepts and district academic standards are addressed in this unit? Fractions, proportions, measuring, numeracy

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

4. How well are the academic concepts integrated into the occupational content of this lesson? //We developed a worksheet that helps students identify the differences between different fraction values. I think we could create a more detailed// //worksheet. The connection between the academic examples and the art examples is clearly implied ut I think we could be more explicit.//

5. What method was used to assess the student’s academic awareness? //Identification of fraction values on a worksheet using geometric representations.//

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? //The worksheet acted as both the academic examples and the assessment.The stduents need an internal sense of the values of 1/3, 1/5 to carefully map a face. Thus a geometric representation seemed teh best approach for the particular use.//

7. What material will be used for remedial and advanced students? //We did not develop these as most of the middle school students are at a beginning level both mathematically and artistically.//

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 think we could develop more explicit embedded traditional examples.//

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? //We already developed a new idea for dividing the horizontal axis of the face map that a) seems to work well and b) incorporates the internal understanding of fractional values well.//

**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: 4-5-10 Title of lesson reviewed:Creating a Tangram Academic Area: Mathematics

1. What academic concepts and district academic standards are addressed in this unit? //Tangrams, proportions, construction of line segments, divisions of line segments//

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science //Pre-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? //Horizontal, vertical, and diagonal were common vocabulary terms. However, the term diagonal means a direction in art, while it has a more specific meaning in math. Given the level of the stuents, we did not make the distinction. Tangram may have been a new term to some students. We used Deb's direct teaching and the tangram construction activity to help students practice the vocabulary.//

4. How well are the academic concepts integrated into the occupational content of this lesson? //Quite well. An entire activitiy is dedicated to construction of tangrams.//

5. What method was used to assess the student’s academic awareness? //Questioning by Deb about squares and construction of squares. Deb also had students demonstrate their construction methods.//

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? //An activity in which students constructed a tangram by measuring and adding segments within a perfect sqaure. (Although I use the term "construction," these middle school students did not use compass and straight edge. Instead, they use techniques more suited to their understanding level.)//

7. What material will be used for remedial and advanced students? //Differentiation by Deb within the classroom 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? //Yes//

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? //Not at this time.//