Introduction
Learners Standards Process Resources Evaluation Student Page Home


Introduction

Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.

In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.

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Learners

Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

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Standards

What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Business Support Systemsn & Speech Standards Addressed

  • prepare and maintain a personal budget
  • deliver an effective business presentation
  • demonstrate a respect for individual differences; and
  • exhibit tact in handling criticism, disagreement, or disappointment

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

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Process

  1. Partner up with your assigned future bride or groom.
  2. Your grade in my class will determine the amount of spending money you have for your wedding. (This is why you want to do well in my class!)

    Grade
    Allotted Dollars
    A+ (95-100)
    $10,000
    A (90-94)
    $9,000
    B (80-89)
    $8000
    C (76-79)
    $7000
    D (70-75)
    $6000
    F (69 and below)
    $5000

  3. Combine your total dollars available to spend.
  4. Turn and ask your partner, "how do you envision your wedding to be?"
    For example, have you always envisioned yourself getting married at a destination wedding (Jamaica, Mexico)? Or do you wish for a traditional church ceremony? Is music most important to you (if so, band or D.J.?) Share your ideas with one another and come to an agreement. Or you can choose to save your money for a down payment on your first home.
  5. List and prioritize those goals in Word. Save it in your personal file folder under "Project" folder. Save it as "weddinggoals.doc".
  6. Open the online Budget Calculator here.
  7. Print out the itemized budget for you and your partner.
  8. Delegate each task so that each of you will feel responsible and have ownership of your wedding.
  9. Go to the Resources tab. Check out the websites listed and do your research for the best deals on the net.
  10. Research, research, research!
  11. Get together and ask your bride or groom their opinion on the chosen item. Make sure you are staying within your budget and each person is satisfied with each choice.
  12. Start to gather pictures from the Internet and save in your "Images" folder. Name each image properly. (no space, lowercase)
  13. Create a PowerPoint presentation of your dream wedding. Be creative!
  14. Present a 5-7 minute speech with your partner on your wedding.

Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

If students are divided into groups, provide guidelines on how you might do that.

If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.

What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

Variations

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These pages were developed through TeacherTECH, the teacher professional development component of GirlTECH, which is sponsored by the Center for Excellence and Equity in Education (CEEE) and made possible by support from the National Science Foundation and Rice University.

Copyright © 1995 -2006 by Susan Caragay
Updated: Thursday, June 15, 2006 1:34 PM
URL = http://teachertech.rice.edu/Participants/scaragay