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Check it out, make sure you save! you can also comment in the discussion board area. 
 
 
Oops, you have to create a wiki account to participate in the discussion, I know most of you wouldn't want to. But everyone can edit here. 
From what I understand we are to group add common core essentials. The new curriculum for Personal Finance is planned out with this type of template in mind.

<table class="wiki_table">
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 <td>“Despite their endless differences, effective lessons share the same, well known core structure. Though terms may differ, the essential parts of a good lesson include a clear learning objective with some effort to provide background knowledge or create interest in the topic, teaching and modeling, guided practice, checks for understanding/formative assessment, and independent practice/assessment.” (Excerpt from ASCD Focus by Mike Schmoker) 
</td>
 </tr>
</table>

Common Core Personal Finance Mapping Project 
Grade: 11-12 
Unit: A Preparing To Live Independently 
 
 
Overview 
In this series of 5 lessons, the students will focus on setting financial goals, decision making, and the principles of financial planning. Then, they will apply their knowledge by setting their own SMART financial goals, making a decision using the appropriate steps, and interpreting the principles of financial planning. 
 
A. Topic: Goal Setting 
B. Objectives: (CCSS Standards) The student will be able to 
Behavioral Objectives:

<table class="wiki_table">
 <tr>
 <td>Lesson 1 
Book: 
Focus: 
</td>
 <td>Lesson 2 
Book: 
Focus: 
</td>
 <td>Lesson 3 
Book: 
Focus: 
</td>
 <td>Lesson 4 
Book: 
Focus: 
</td>
 <td>Lesson 5 
Book: 
Focus: 
</td>
 </tr>
</table>

C. Instructional Resources:

<table class="wiki_table">
 <tr>
 <td>Lesson 1 
</td>
 <td>Lesson 2 
</td>
 <td>Lesson 3 
</td>
 <td>Lesson 4 
</td>
 <td>Lesson 5 
</td>
 </tr>
</table>

D. Procedures: 
1. Set:

. 
2. Teach:

<table class="wiki_table">
 <tr>
 <td>Lesson 1 
Vocabulary: 
Reading: 
Guided Rdg. Groups: 
Grammar: 
Writing:. 
</td>
 <td>Lesson 2 
Vocabulary: 
Reading: 
Guided Rdg. Groups: 
Grammar: 
Writing:. 
</td>
 <td>Lesson 3 
Vocabulary: 
Reading: 
Guided Rdg. Groups: 
Grammar: 
Writing:. 
</td>
 <td>Lesson 4 
Vocabulary: 
Reading: 
Guided Rdg. Groups: 
Grammar: 
Writing:. 
</td>
 <td>Lesson 5 
Vocabulary: 
Reading: 
Guided Rdg. Groups: 
Grammar: 
Writing:. 
</td>
 </tr>
</table>

3. Closure:

4. Assessment:

<table class="wiki_table">
 <tr>
 <td>Lesson 1 
</td>
 <td>Lesson 2 
</td>
 <td>Lesson 3 
</td>
 <td>Lesson 4 
</td>
 <td>Lesson 5 
</td>
 </tr>
</table>

5. Differentiation:

6. Connections:

<table class="wiki_table">
 <tr>
 <td>Lesson 1 
Math: 
Science: 
Social Studies: 
Art: 
Music: 
Movement: 
</td>
 <td>Lesson 2 
Math: 
Science: 
Social Studies: 
Art: 
Music: 
Movement: 
</td>
 <td>Lesson 3 
Math: 
Science: 
Social Studies: 
Art: 
Music: 
Movement: 
</td>
 <td>Lesson 4 
Math: 
Science: 
Social Studies: 
Art: 
Music: 
Movement: 
</td>
 <td>Lesson 5 
Math: 
Science: 
Social Studies: 
Art: 
Music: 
Movement: 
</td>
 </tr>
</table>

Vocabulary Lesson #1 
Title: Author: 
Intro/Background: 
Get Predictions/Set Purpose: 
During the reading: 
Following the reading (Confirm/disconfirm Predictions and Ask Comprehension Questions): 
Vocabulary Words:

<table class="wiki_table">
 <tr>
 <td>Contextualize the Word 
</td>
 <td>Say the Word Together 
</td>
 <td>Student Friendly Definition 
</td>
 <td>Use in other contexts 
</td>
 <td>Engage the Students 
</td>
 <td>Say the Word Together 
</td>
 </tr>
 <tr>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 </tr>
 <tr>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 <td> 
</td>
 </tr>
</table>

Lesson Anchor chart

Writing Rubric 
 
3 2 1 
Story Element exceeds the standard meets the standard approaching the standard

<table class="wiki_table">
 <tr>
 <td>Picture 
</td>
 <td>Shows comprehension by creating artwork 
</td>
 <td>Picture matches story 
</td>
 <td>Picture does not match 
</td>
 </tr>
 <tr>
 <td>Capital Letter 
</td>
 <td>Story starts with a capital letter and has most in the correct place 
</td>
 <td>Story starts with a capital letter 
</td>
 <td>Story does not have a capital letter 
</td>
 </tr>
 <tr>
 <td>End Mark 
</td>
 <td>Story ends with an end mark and has end marks in the appropriate place 
</td>
 <td>Story ends with an end mark 
</td>
 <td>Story does not have an end mark 
</td>
 </tr>
 <tr>
 <td>Space 
</td>
 <td>Use finger space between ALL words 
</td>
 <td>Use finger space between SOME words 
</td>
 <td>Use finger space between NO words 
</td>
 </tr>
 <tr>
 <td>Beginning, Middle, and End 
</td>
 <td>Story contains a clear beginning, middle, and end 
</td>
 <td>Story only contains a beginning and end 
</td>
 <td>Story only contains a beginning 
</td>
 </tr>
</table>

Notes: 
*Phonics instruction should be taught systematically, using district’s program (example: Build Up Phonics). Challenge students to use phonic skills in their writing. 
*SharedReadingallows for differentiation. Here are some ideas: abc chart, blends/digraphs chart, songs, puppets, poems, big book to go along with theme, and/or read aloud book under document camera.