Jose+Rivera

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:August 27, 2009 Title of lesson reviewed: **LOGO** Academic Area: **LOGO Programming**

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

Standard 4. Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems

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

Geometry 3.1 What common vocabulary did you find between the academic area and the CTE/Arts program? X-Y Coordinate, X axis, Y axis, adjacent angles, linear pair, supplementary angles, regular polygon, revolution, interior angle, exterior angle,
 * Vocabulary**

3.2 What vocabulary was different?

None

3.3 How did you decide to bridge the different vocabulary?

The vocabulary will be use constantly during the figure design.

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

It gives students a great opportunity to practice vocabulary in context.

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

A warm-up was design to check their previous knowledge and to review.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? A practice worksheet was designed for the academic concepts of interior and exterior angles.

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

Non-explicit material was design, because we understand that for remedial students, they will have more time with the LOGO activity to relate with the academic vocabulary and requirements; and for the advanced students they would have time to develop more complex design.

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?

No, because the LOGO activities will by itself awake the student's understanding about math vocabulary if the keywords are use constantly.

**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 30, 2009 Title of lesson reviewed: Academic Area: RoboMind

1. What academic concepts and district academic standards are addressed in this unit? 4.4 Use transformations (e.g., translations, rotations, reflections, dilations) as a tool in reasoning and problem solving, including a transformational approach to congruence, similarity, and line relationships.

2. What level of academics was used in this lesson? i Geometry, transformational

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? Geometry::• Angles ,• Quadrilaterals • Triangles • Regular Polygons, Geometric transformation (translation), property of polygon (interior and exterior angle

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

It allow students to practice previous knowledge and then apply it to the lesson. 5. What method was used to assess the student’s academic awareness? On this occassion, students have the opportunity to retake the pre and to practice their self-assessment to verify their understanding.

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

We look for examples from the currenct school (district) curriculum which apply the main new concepts.

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

As on the first lessson ,non-explicit material was design, because we understand that for remedial students, they will have more time with the LOGO activity to relate with the academic vocabulary and requirements; and for the advanced students they would have time to develop more complex design.

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? A word wall or poster with the review of the math keywords.

**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: October 24, 2009 Title of lesson reviewed: Web Page Images: Ratio and Proportions Academic Area: Mahematics

1. What academic concepts and district academic standards are addressed in this unit? 6.1.a Use ratios, proportions, and percents in problem-solving situations* that involve rational numbers*.

2. What level of academics was used in this lesson? Algebra I

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?

Ratio, rate, proportion

4. How well are the academic concepts integrated into the occupational content of this lesson? It represents a clear examples of mathematic concepts targeted.

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? Because its are examples of traditional items of assessment test and text examples.

7. What material will be used for remedial and advanced students? Not specific materials were designed, students will be given help while they confront difficulties.

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? NO.

**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: 11/02 Title of lesson reviewed: Scratch, Probability, and Random Numbers Academic Area: Mathematics: Probability

1. What academic concepts and district academic standards are addressed in this unit? 3. Students use data collection and analysis, statistics, and **probability** in problem-solving situations and communicate the reasoning used in solving these problems.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Probability is required on Algebra 1, Algebra 2, inclusive on Geometry. Also seniors may opt for Probability and Statitstics or Pre Calculus

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?

For the conceptual knowlegde, there were no difference. For the programming there were just technical specialization.

4. How well are the academic concepts integrated into the occupational content of this lesson? It will required usage all time.

5. What method was used to assess the student’s academic awareness? Using the textbook, we select similar exercise that require the vocabulary and concept to be use on the lesson.

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

7. What material will be used for remedial and advanced students? There will no be difference.

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? No, Mr. Rufus is going to use concrete modeling to show the probabilities concepts.

**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: 3/6/10 and 3/16/10 Title of lesson reviewed:Flash Academic Area: Math

1. What academic concepts and district academic standards are addressed in this unit? Algebraic Thinking 2.2a: Represent functional relationships using written explanations, tables, equations, and graphs and describe connections (XY Coordinate Systems). 2.3b. Solve simple systems of equations using algebraic, graphical or numeric methods.

2. What level of academics was used in this lesson? Algebra I, and Algebra 2

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? Different Language: pac up, pac right, pac down, pac left, pac off.Using metaphors and comparison, the teacher will bridge the new and different vocabulary. 4. How well are the academic concepts integrated into the occupational content of this lesson? XY Coordinate, plane, points, scale, domain, range, intervals, Venn diagram, axis and graph.

5. What method was used to assess the student’s academic awareness? The warm-up check for their previous knowledge of cartesian planes and simoultaneous equations.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Because it was related to the Discovery Algebra curriculum.

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

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? Each step is clear, and it provide the ways be adapt to new situation as we did to our school population.

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Just to be clear that the origin when using the computer screen it not necessary the same as the math origin in the XY coordinate.

**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: 3/18/10 Title of lesson reviewed:GameMaker Shooter 1 Academic Area: Algebra 1

1. What academic concepts and district academic standards are addressed in this unit? Algebraic Thinking 2.2a: Represent functional relationships using written explanations, tables, equations, and graphs and describe connections (XY Coordinate Systems)

2. What level of academics was used in this lesson? Algebra I and Algebra 2

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 Languange:Coordinates, points, XY, vertical, horizontal, right, left, axis, space, x, y, system, grid, location. Main Different Language: sprite, rooms, and cursor.

4. How well are the academic concepts integrated into the occupational content of this lesson? On every aspect of the lessons, it refers to the cartesian plane (XY coordinates) to program the game.

5. What method was used to assess the student’s academic awareness? We selected exercises related to their previous algebra 1 course and previous knowledge to the academic topics, using Discovering Algebra 1 background.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? We decided to be close to the student's experience with the topics to promote knowledge recalling.

7. What material will be used for remedial and advanced students? We use similar examples and challenging one from the the same resources and related

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? Under my best knowledge each elements are address on each lesson steps, after our preliminary discussion.

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? My recommendations were to be clear about the change of relative origin.