Jim+Goodman

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:10/12/09 Title of lesson reviewed:Understanding Your Salary Academic Area: Math

1. What academic concepts and district academic standards are addressed in this unit? Basic Operations and Rounding Math Standard #1 Number Sense

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Multipy, Divide, Rounding were the common vocab words. Greater than or Equal to and Less than or Equal to were new terms in CTE.

4. How well are the academic concepts integrated into the occupational content of this lesson? It gives students a great opportunity to use basic operations in real life situations.

5. What method was used to assess the student’s academic awareness? Questioning by CTE Teacher.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Traditional math examples were writen in context to the CTE Lesson. It was done similar to what students would see in a traditional math class.

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

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.

**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: Oct. 15, 2009 Title of lesson reviewed: Understanding Your Paycheck Academic Area: Algebra 1

1. What academic concepts and district academic standards are addressed in this unit? Convert decimals to percents and percents to decimals. Solving linear equations and order of operations.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Multiplication, order of opeations, simplify formulas, percentages. Net pay and gross pay are different. Vocabulary was used that made sense.

4. How well are the academic concepts integrated into the occupational content of this lesson? It is a great opportunity for students to use math in real life situations.

5. What method was used to assess the student’s academic awareness? Questioning by CTE teacher.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Traditional math examples were writen in context to the CTE Lesson. It was done similar to what students would see in a traditional math class.

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

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

**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:03/05/2010 Title of lesson reviewed:The 20-10 Rule Academic Area: Algebra 1

1. What academic concepts and district academic standards are addressed in this unit? Convert decimals to percents and percents to decimals. Solving linear equations and order of operations.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Multiplication, Decimals, percents, order of operations. Different vocab was safe debt load.

4. How well are the academic concepts integrated into the occupational content of this lesson? This lesson provides students with a great opportunity to experience a real life situation they will face after they leave high school.

5. What method was used to assess the student’s academic awareness? Direct questioning by CTE teacher, personal white boards.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Traditional math examples were writen in context to the CTE Lesson. It was done similar to what students would see in a traditional math class.

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

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 is a great 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:03/09/10 Title of lesson reviewed: The Cost of Credit Cards Academic Area: Algebra

1. What academic concepts and district academic standards are addressed in this unit? Convert decimals to percents and percents to decimals. Solving linear equations and order of operations.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Multiplication, percentages, decimals and order of operations. Different vocab: APR, Periodic interest rate

4. How well are the academic concepts integrated into the occupational content of this lesson? This lesson provides students with a great opportunity to experience a real life situation they will face after they leave high school.

5. What method was used to assess the student’s academic awareness? Direct questioning by CTE teacher, personal white boards.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Traditional math examples were writen in context to the CTE Lesson. It was done similar to what students would see in a traditional math class.

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

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? Very Practical and important lesson for kids!!

**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:03/22/09 Title of lesson reviewed:Calculating Loan Payments Academic Area: Algebra

1. What academic concepts and district academic standards are addressed in this unit? Convert decimals to percents and percents to decimals. Solving linear equations and order of operations. Using Interest Formula I=PRT

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Multiplication, percentages, decimals and order of operations. Different vocab: APR, Periodic interest rate, monthly interest rate.

4. How well are the academic concepts integrated into the occupational content of this lesson? This lesson provides students with a great opportunity to experience a real life situation they will face after they leave high school.

5. What method was used to assess the student’s academic awareness? Direct questioning by CTE Teacher, use of personal white boards.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Direct questioning by CTE Teacher, use of personal white boards.

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

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 is a great lesson. Kids need to be exposed to these lessons prior to graduation.

**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:04/05/2010 Title of lesson reviewed:Calculating Simple Interest Academic Area: Algebra

1. What academic concepts and district academic standards are addressed in this unit? Using simple interest formula, I = PRT. Standard number 1, Number Sense.

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science 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? Interest, Principal, Rate, Time. Different vocabulary was APR.

4. How well are the academic concepts integrated into the occupational content of this lesson? This lesson provides students with a great opportunity to experience a real life situation they will face after they leave high school. The lesson also provide a stepping stone leading to the calculation and discussion of compound interest.

5. What method was used to assess the student’s academic awareness? Direct questioning by CTE Teacher, use of personal white boards.

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Direct questioning by CTE Teacher, use of personal white boards.

7. What material will be used for remedial and advanced students? Same materials were used for everyone in the 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? Yes.

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Again, this is a great lesson for kids to be exposed to. It reinforces what is done in the traditional math class and is a great bridge for moving to the discussion of compound interest.