California Career and Technical Education Standards

• HTR.C.C11.1 Understand the purposes and target audiences of various venues.
• HTR.C.C11.2 Plan special events (e.g., meetings, trade shows, fairs, conferences) based on s...
• HTR.C.C11.3 Know how to establish business relationships with a variety of locations, food s...
• HTR.C.C11.4 Develop schedules, registration tools, event materials, and programs.
• HTR.C.C11.5 Know procedures for the setup of facilities, equipment, and supplies for a meeting.
• HTR.C.C11.6 Know the essential procedures for planning, promoting, publicizing, coordinating...
• HTR.C.C3.6 Interact with guests in a positive, responsive, and professional manner.
• HTR.C.C4.4 Analyze the way in which basic marketing principles and procedures can be applie...
• HTR.C.C6.3 Handle all financial transactions in an accurate, professional, and ethical manner.
• HTR.FS.4.2 Understand the use of technological resources to access, manipulate, and produce...

California Academic Content Standards (Reinforced)

• ELA.9-10.LS.2.3a Apply appropriate interviewing techniques that prepare and ask relevant questions.
• ELA.9-10.LS.2.3b Apply appropriate interviewing techniques that make notes of responses.
• M.7.MR.2.1 Use estimation to verify the reasonableness of calculated results.2
• M.7.MR.2.8 Make precise calculations and check the validity of the results from the context...

• Dream Wedding Anticipatory Set - Hooks / Set
  1. As the students enter, wedding music will be playing. Vidavadi, Four Seasons
  2. or Here Comes the Bride (youtube link) http://www.youtube.com/watch?v=lgh9XTkQTDI&safety_mode=true&persist_safety_mode=1

  If possible, set chairs to create a makeshift church aisle with an inexpensive pew bow & drape. As they pass the aisle way, students are handed a “wedding program”.  In the empty program template, they are to fill in the blanks when answering the “what is your dream wedding? question. (see documents) . As they write, set up the projector to show the video. (traditional jewish wedding entrance with a dance) 

  Entire clip:

  http://www.youtube.com/watch?v=Tv60452DKvA&feature=related&safety_mode=true&persist_safety_mode=1

  and a cool fun first dance at the reception section 1:09 to 5:45

  www.youtube.com/watch?v=e4OzHWvVyb8&feature=related&safety_mode=true&persist_safety_mode=1

   

  1. Gather the students' attention then say…
  2. Weddings are very personal event that usually matches the personality of the couple.  Traditionally, the brides have done the planning and grooms just showed up at the church. As society has changed so have weddings and receptions. Turn to a partner and share 2 facts from your personal wedding program that typifies your taste.
  3. Show video clip.
  4. Lastly, close Activity by having students complete program “video reflection” inside of their document.
  • wedding-illustration.jpg [ View Image ] [ Download Original ] null
  • Wedding program.docx [ Download ] null
  • Vidavaldi-Spring soung clip [ Download ] null
• Introduction Lecture & Discussion - Lecture

  Open the lecture activity by showing the clip from the beginning scene from "The Wedding Planner."

  video: www.youtube.com/watch?v=aYWEA_JQL&safety_mode=true&persist_safety_mode=1 

  From 1:23 minutes to 6:04

  Using random selection (ex. Names on popsicle sticks drawn from a cup) ask students what activities during the wedding was the planner responsible for. Lead discussion on the findings as students record them on a Cornell note template. (AVID)

  Teacher is to say:

  Before the end of this lesson you will have a complete understanding of the various responsibilities of a traditional wedding planner.  You will be investigating local service providers as you complete a client profile and event proposal for a classmate.  You will draw names for partners, complete a proposal, organize the project in a professional presentation format and present the perfect wedding to match you classmate’s ”clients” 

   The teacher will then distribute the Wedding Planner Project pages and accompanying rubric grading sheet.  At this point the teacher will review the assignment requirements and discuss how the assignment will be “chunked” over the next week.  (see Pages & Rubric below)

  • Wdding Planner_Proposal_Rubric.doc [ Download ] null
  • Wedding planner report - page 1 [ Download ] null
  • Wedding planner report - page 2 [ Download ] null
  • Wedding planner report - page 3 [ Download ] null
  • Wedding planner report - page 4 [ Download ] null
  • Wedding planner report - page 5 [ Download ] null
• Role Playing component - Demo / Modeling

  The teacher will begin the demonstration by asking the students, What would you ask your client to get a CLEAR idea of their wedding desires? While a teacher is on the overhead or computer, a list of possible client questions will be developed. The questions topics should include:

  1. Time of year
  2. Type of service
  3. Length of service
  4. # of guests
  5. Colors
  6. Themes
  7. Music
  8. Flowers
  9. Reception type
  10. Reception venue
  11. Music /entertainment
  12. Food & beverage
  13. Cake
  14. “special Traditions” or considerations

  At this point, the teacher is to interview a “client” to show the student how to conduct a client interview.  *Note* I prefer to get a colleague or office staff to volunteer being my client. I DO NOT prep the staff any more the asking them to think about what a perfect wedding would be for THEM. I feel this gives a better example of how to interview a client who is not an acquaintance.
• Student Critique of Role Play - Check Understanding

  At this point in the class, I ask the students to critique my interview.  I further ask them to pair and share what specifics they saw, what  I forgot to ask, what I did that showed professionalism with a client, and how I could have improved my interview.
• Information Gathering Component - Guided Practice

  The teacher will distribute the laptops.

  1. Students will then begin the task of investigating, and deciding what services to provide for their client. 
  2. Each student will work on a specific component on the assignment sheet in order thus chunking the research over the week of instruction.  For example: The first day, all students will be working on finding venues that accommodate a specific size & style wedding, gather & record details of the property, any services included with the venue and the cost for use.  They will finish the day checking on any extra considerations such as security required or additional rentals associated with the event property.
  3. During the daily instruction of the unit, the teacher will direct the students about their focus topic.

  The teacher will circulate through the room, overseeing the progress, checking for understanding and offering suggestions & direction for thorough research.
• Project development - Independent Practice

  Students will use out of class time to organize the final presentation into written folder format, check for completeness of project, and professional presentation.
• Project Presentation & Peer Vote - Closure

  On the final due date, the students will bring their final project. It must be to industry standard quality for neatness and error free.

  1. The students will exchange projects with their student clients. Each student will complete a wedding planner report peer edit feedback page that gives the pros and cons of the proposal and whether or not their “wedding planner” totally produced a through plan for their dream wedding. 
  2. The students will do oral presentations that describe their client and what they chose in their proposal to meet their client's needs.

  Lastly, the students will vote on 2 items- the best project and the oral presentation.

  Teachers can decide the incentive prize for the winner. (I usually get something a little cheesy like a miniature decorated cake, a dollar store candy diamond ring or a Payday or $100,000 bar.)

  • Wedding Planner Report Peer Edit.doc [ Download ] null
• Final Assessment - Assessment

  Using the orginally provided rubric from the onset of this unit, the teacher will determine the final project score.