Housing: Week 3 - Minnesota Literacy Council · Housing: Week 3 Unit Overview ... Review comparatives and superlatives to compare rental properties. ... ANSWER: bigger, more, nicer,

Minnesota Literacy Council, 2012 1 Housing Unit

The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you

to adapt it for your own classrooms.

Intermediate Level (CASAS reading scores of 201-220)

Housing: Week 3

Unit Overview This is a 3-week unit where students will become familiar with how to rent and buy properties. They will scan housing ads for information, practice reporting problems to a landlord, and chart monthly expenses. Additionally they will learn how to express their own housing preferences and priorities, and learn the steps to buying a home. They will also use comparatives and superlatives to compare properties. Focus of Week 3

Express housing priorities and preferences

Brainstorm using bubble maps

Use comparatives/superlatives to compare properties

Give short presentations and practice note-taking skills

Determine the steps to buying a home and learn about 3 different kinds of mortgages


Housing Unit: Week 3, Monday

Objectives Learners will be able to… Materials Life skill/Speaking: Express housing priorities and preferences. Literacy: Write a 5-sentence paragraph expressing their dream home preferences. Transitions: Brainstorm using bubble maps.

Make Student Copies

Handout: Utility Bills

Handout: Brainstorming

Handout: Your Dream House, Student Copy Make Single Copies or Reference

Your Dream House, Teacher Copy Props, Technology, or Other Resources

ELMO or overhead projector

Lesson Plan Warm up (20-25mins) Description: Ss will read and understand questions about utility bills. Materials/Prep: copies of Utility Bills. Activity 1: Transitions/Speaking (60mins) Description: Ss will use bubble maps to brainstorm pros/cons to renting/buying and what their dream house would be; afterward they will share these preferences with another student. Materials/Prep: copies of Brainstorming, Your Dream House, Student Copy; make one copy of Your Dream House, Teacher Copy; ELMO or overhead projector. Activity 2: Transitions/Literacy (30mins) Description: Ss will write a 5-sentence paragraph about their dream home preferences. Materials/Prep: student notebooks; ELMO or overhead projector Wrap-up: Time permitting, ask Ss what they learned today and write their answers on the board.


Teacher Directions: Warm up

Materials: Utility Bills

Step 1: Introduce the Activity

As Ss come in, give them the Utility Bills

handout and have them work on it

individually. (This will give you a buffer for

the later Ss).

Step 2: Checking Comprehension

After about 10-15 minutes, go over the

handout together as a class.

Teacher Directions: Activity 1: Transitions/Speaking

Materials: Brainstorming, Your Dream House, Teacher and Student Copies; ELMO or overhead

projector

Step 1: Setting the Context

Write the words RENT and BUY on the board and ask your class what the differences are between

the two. Discuss.

Then write these words on the board one-by-one and discuss their meaning: rent, mortgage, borrow

loan, evicted, foreclosure. Ask them to identify which words go with “renting” and which words go

with “buying”.

Ask your Ss if anyone owns a house. If so, ask them to describe the buying process, as well as some

pros/cons to owning a home. If no one owns a house, but you do, talk about your experiences.

Next, ask if anyone rents. Ask a few Ss to describe the renting process, as well as some pros/cons to

renting.

Step 2: Brainstorming

Write “brain” on the board and ask your class what it is/means. Then write “storm” on the board

and ask your class what it is/means. Then ask them what they think “brainstorming” means. Honor

all valid answers. If no one can link the two nouns together, supply a definition for your class.


Then project the Brainstorming

bubble map (renting an

apartment) on the board. Explain

what it is (bubble map), what it’s

for (to organize thoughts), and

how you fill it in (the bubbles

contain the ‘thoughts’; the lines

connect the thoughts). Explain

that they will have to brainstorm the PROS/CONS to renting an apartment and buying a house. They

should draw additional BUBBLES above the PROS/CONS bubbles. Do an example with your class so

they understand what you want them to do.

Pair your Ss up together and have them work on the bubble maps. Once everyone is at least working

on the second bubble map (Buying a house) – they do NOT need to be finished with it – regroup and

go over the bubble maps together as a class.

Next tell them that individually they are going to

brainstorm about their dream house. Project the

Your Dream House, Teacher Copy on the board

and go over it together as a class. Discuss possible

options for the other two blank bubbles (i.e.,

price, yard, neighborhood, location, etc.) and then

fill out additional connecting bubbles (i.e., yard

big, lots of flowers, lots of sun, etc.)

Then pass out Your Dream House, Student Copy and have

them work on it individually. Walk around the room and

help where necessary. Allow 15 minutes for this activity.

Step 3: Describing Preferences

Once Ss are finished with their bubble maps, explain that

they will be paired together with another student and will

share their dream homes. Discuss possible English phrases

first before executing the activity I want 3 bedrooms

because … [I have 2 children]; I want a big yard because …

[I have a big dog]. Then write the prompt on the board to help them: I want ______ because _____.


Teacher Directions: Activity 2: Transitions/Writing

Materials: student notebooks; ELMO or overhead projector


After Ss have discussed their preferences with each other, tell your class that they are now going to

write 5 sentences describing their dream home preferences. Read them your own example or use

the one below. Consider projecting your paragraph (or the example below) on the board:

I want a big house because I have a big family. I want four bedrooms because I have

three children. I want 2 full bathrooms and 1 half bathroom. I want the house to be

in Minneapolis because I like Minneapolis. I want the house to be near the lightrail

because I work downtown.

Step 2: Writing

Using their bubble maps from the previous activities, have your Ss practice writing 5

sentences about their dream homes. NOTE: they need to express WHY they want these

preferences, so remind them to state the preference and use “because”.

Step 3: Pair-share

As Ss finish, pair them up and have them first read their paragraphs to each other and then

switch papers so the other person can read it for themselves. Write these follow-up

questions on the board for your Ss to answer in complete sentences about their partner’s

dream home:

1. Does your partner want more or less homes than you?

2. Does your partner want more or less bathrooms than you?

3. What is one thing your partner wants that you don’t?

4. Is there anything that you BOTH want?


Utility Bills

Use the Xcel Energy bill to answer the questions below

Questions

1. What address is this bill for?

2. How much is this bill? Circle where you found this information.

3. What is the date of the bill? Circle where you found this information.

4. What date was the bill paid on (i.e., RECEIVED)?


Use the Comcast bill to answer the questions below.

Questions

1. How much is this bill? Circle where you found this information?

2. How much is the XFINITY TV services?

3. How much is the XFINITY Internet services?

4. Which service is less expensive?


Brainstorming

Think of Pros and Cons to renting an apartment. Then fill out the Bubble Map below.

Renting an

apartment

PROS

CONS


Think of Pros and Cons to owning a house. Then fill out the Bubble Map below.

Buying a house

PROS

CONS


Your Dream House

Teacher Copy

House

Bedrooms

Bathrooms

4

Big

closets

Master

BR

2 full

bathrooms

1 half

bath

Claw foot

bathtub


Your Dream House

Student Copy

Now brainstorm about YOUR dream house!

House

Bedrooms

Bathrooms


Housing Unit: Week 3, Tuesday

Objectives Learners will be able to… Materials Life skill: Express housing preferences. Literacy/Speaking: Read and write sentences expressing housing preferences / share their preferences with other learners. Listening: Listen for advantages and disadvantages to different housing properties. Grammar: Review comparatives and superlatives to compare rental properties.

Make Student Copies

Handout: Buying a New House

Textbook: Stand Out 4, 2nd

ed., p. 44

Handout: Housing Preferences Make Single Copies or Reference

Volunteer Manual, 2012: Ball Toss, p. 46 Props, Technology, or Other Resources

Stand Out 4 CD and CD player

Lesson Plan Warm up: Literacy (30-40mins) Directions: Ss will read a story about housing and answer general comprehension questions. Materials/Prep: copies of Buying a New House; (reference) Volunteer Manual, 2012: Ball Toss, p. 46. Activity 1: Listening/Grammar (20-30mins) Description: Ss will listen for advantages and disadvantages to certain properties; they then will use those adjectives to review comparative/superlatives. Materials/Prep: copies of Stand Out 4, 2nd ed., p. 44; Stand Out 4 CD and CD player. Activity 2: Literacy/Speaking/Life Skill (40mins) Description: Ss will read and write sentences expressing housing preferences; then they will share these preferences with other Ss. Materials/Prep: copies of Housing Preferences. Wrap-Up Time permitting, have Ss get into pairs and write down 5 things they learned in class. Share afterwards.


Teacher Directions: Warm up: Literacy

Materials: Buying a New House; Volunteer Manual, 2012: Ball Toss, p. 46

Step 1: Introduce Activity As Ss come in, give them the Buying a New House reading. Tell them to read the story TWICE before answering the questions. Allow them to work on this for 15 minutes. This will provide a buffer for those later Ss. If Ss finish early, pair them together and have them read the story together and then compare answers.


Read the story once for your class. Then have everyone

read along with you. Ask your Ss if there are any words

they don’t understand; then explain them. Make sure to

discuss what “advantages” and “disadvantages” mean.

Next, do the ball toss to review the questions/answers have one student ask a question, then toss

the ball to another student who will answer that question; then that student will toss the ball to

someone else and ask question #2, and so on. (Reference Volunteer Manual, 2012: Ball Toss, p. 46

for further explanation.)

Step 3: Grammar Extension (optional)

Project the reading on the board and ask students to come up and circle the comparatives in the

story. ANSWER: bigger, more, nicer, better.

Teacher Directions: Activity 1: Listening/Grammar

Materials: Stand Out 4, 2nd ed., p. 44; Stand Out 4 CD and CD player


The warm up activity set the context for this activity.

Step 2: Listening

Pass out p. 44 of Stand Out 4 and explain that they will need to listen for the

advantages and disadvantages of each property. Use the Stand Out 4 CD or


read the script on p. 171. Play the CD as many times as necessary. Afterwards, go over the answers

together as a class.

Step 3: Grammar Review

Have your Ss do section (D). When they finish, pair them up with another student to check their

answers. Once everyone has finished, go over the answers together as a class.

Teacher Directions: Activity 2: Literacy/Speaking/Listening

Materials: Housing Preferences


Ask your class what things they need to think about when buying a house (i.e., number of

bedrooms/bathrooms, price range, location, etc.) Discuss each answer, but make sure you talk

about type of property, location, price range, and down payment.

Also, if Ss don’t meantion the “type of property” mention these and write them on the board:

“condo”, “single family home”, and “duplex”. See if anyone knows the difference between them. If

not, supply the answers for them and discuss the pros/cons of living in and buying each one.

Step 2: Housing Preferences

Pass out the Housing Preferences handout and explain what

they need to do. Also explain that thinking about the kind of

home they want is the first step towards starting the search

to buy one. Have each student work on it individually for 15

minutes. Next, pair Ss up together and have them

ask/answer the questions.

Step 3: More Practice (optional)

After Ss have shared their answers in partners, have a few Ss

share their information with the class. Have different Ss ask

the questions each time.


Buying a New House

Read the story and then answer the questions.

Fatima and Mohammed want to buy a house. Right now they are living in a one-bedroom

apartment. They know that renting is cheaper. This is one advantage. But their apartment is

too small. This is a disadvantage.

Fatima and Mohammed want a bigger house because they are going to have a baby. They want

more bedrooms and bathrooms because they’re family is growing. They want a nicer

neighborhood because they want a better school district. They have been saving money every

month for a down payment on a house. They now need to find a realtor.

Now answer the questions

1. What is one advantage to renting?

2. What is one disadvantage?

3. Why do Fatima and Mohammed want a bigger house?

4. How many bedrooms do they want?

5. Why do they want more bathrooms?

6. What else do they want and why?

7. What do you think a “down payment” is?

8. What do you think a “realtor” is?


Housing Preferences

Imagine that you are going to buy a place to live. Think about the kind of property you

would like to own. Make sure to explain your answers by adding “because”.

Example: I want four bedrooms BECAUSE I have a big family.

1. What type of property would you like to buy – a condo, single family home, or duplex?

2. How many bedrooms would you want?

3. How many bathrooms would you want?

4. Where would you want to live?

5. What is your price range?

6. Could you afford a down payment?


Housing Unit: Week 3, Wednesday

Objectives Learners will be able to… Materials Life Skill/Literacy: Scan housing ads for key information and answers questions. Listening/Speaking/Transitions: Give a short oral summary of “one step to buying a house” and take notes on the other steps.

Make Student Copies

Handout: Housing Ads

Handout: Ryan’s New Apartment Make Single Copies or Reference


ed., p. 51-52

Example Paragraph

Volunteer Manual, 2012: Letter/Sound Drill, p. 113

Props, Technology, or Other Resources


Lesson Plan Warm-up : Life Skill/Literacy (30-40mins) Description: Ss will read housing ads and answer questions. Materials: copies of Housing Ads; ELMO or overhead projector. Activity 1: Listening/Speaking/Transitions (60mins) Description: Ss will determine the steps for buying a house. They will scan paragraphs for relevant information, and then give presentations on what they learned; the students listening will take notes on what they hear. Materials/Prep: one copy of Stand Out 4, 2nd ed., p. 51-52 and Example Paragraph; ELMO or overhead projector. Activity 2: Phonics (10-15mins) * Time permitting* Description: Ss will practice the /p/ sound in isolation and context. Materials/Prep: copies of Ryan’s New Apartment; reference Volunteer Manual, 2012: Letter/Sound Drill, p. 113. Wrap-up Ask Ss to tell you what they learned today.


Teacher Directions: Warm Up: Life Skill/Literacy

Materials: Housing Ads; ELMO or overhead projector

Step 1: Introduce Activity

Project the housing ads on the board on the

Housing Ads handout. Explain that you want

your Ss to answer the questions by reading

the three housing ads. Also point out that you

want them to answer them in complete

sentences (i.e., House #2 has the MOST

bedrooms.) This will highlight the superlative

adjective form, the grammar point they have

been working on for the past 2 ½ weeks.

Allow your Ss 20 minutes before going over

the answers together as a class.


Call on different Ss to read/answer the questions, but have each student come up to the board and

CIRCLE where they found their answer. As a class determine if the answer is correct or not. If it’s

not, determine what the correct answer is as a class.

Teacher Directions: Activity 1: Listening/Speaking/Transitions

Materials: Stand Out 4, 2nd ed., p. 51-52, Example Paragraph; ELMO or overhead projector

Step 1: Prep

Make one copy of Stand Out 4, p. 51 and one copy of p. 52. (NOT double

sided). Cut in between section (C) and (D) on p. 51. Then cut apart the four

paragraphs in section (D) on p. 51 of “Buying a Home” so they are four

separate paragraphs. (NOTE: The third paragraph will have to be taped

together.) Then cut apart the three paragraphs on p. 52. (NOTE: The second

paragraph will have to be taped together.)

Also read section (D) before your Ss do so you can determine which paragraphs are talking about

which steps to the buying process in section (C).



Ask your class what they think the steps are to buying a house. Brainstorm a list of ideas and write

them on the board. Honor any possible/logical options. (NOTE: You are looking to set the context for

the steps on p. 51 of Stand Out 4.)

Step 3: Steps to Buying a House

Project section (C) from p. 51 on the board. Go over each step and make sure your class knows what

each one means. Then together try and figure out which steps are #1, #2, etc.

Next, put your class into 7 groups. Explain that each group is

going to get a different paragraph. Each paragraph will talk

about the steps to buying a home. As a group, they need to

read the paragraph together and determine which steps

their paragraph is talking about. They also should

summarize any other important or interesting facts. When

everyone has finished, tell them that they will have to stand

up and tell the class what steps their paragraph talked

about, as well as any additional relevant information. The

rest of the class will have to listen for those steps and write

them down. Do the Example Paragraph together as a class so they know what you want them to do.

Give your class about 10 minutes to read their paragraph and come up with their “presentation”. As

you walk around the room, check for comprehension and that they are prepared to stand up and

use their own words to explain their “step(s)” and other “important information”.

Step 4: Presentations

Have the Ss who read the first paragraph stand up and give their “presentation”. Remind the rest of

the class to listen for what step(s) they talk about and to write those step(s) down. Explain that

when they’re taking notes, they don’t write down what they hear word-for-word; they just want to

write down the general idea.

Step 5: Listening Comprehension

After the presentations, revisit section (C) and see if your class was correct in their choices. If not,

make changes.


Teacher Directions: Activity 2: Phonics

Materials: Volunteer Manual, 2012: Letter/Sound Drill, p. 113, Ryan’s New Apartment

Step 1: Setting the context

You will be working on the /p/ sound for this activity, so write down the words “pencil”, “top”,

“stop”, and “park” on the board. Say each word and ask your Ss to repeat after you. Then ask them

what sound is the same in each word look for them to say ‘p’. If they don’t, then supply the

answer for them.

Step 2: Letter/Sound Drill

Follow the instructions on p. 113 of the Volunteer

Manual, and use Ryan’s New Apartament for the story

(step 7 in the Volunteer Manual directions).


Housing Ads

House #1

House #2

House #3


Answer the questions in complete sentences

1. Which house has the most bedrooms?

2. Which house has the least bathrooms?

3. Which house is the least expensive?

4. Is house #3 a house or a condo?

5. Which house has the most square footage?

6. Which house has an “open house” on 3/30?

7. What do you think “open house” means?

8. Which property is a foreclosure?

9. What does “foreclosure” mean?

10. What city are these properties in?


Example Paragraph

There are many steps to buying a new house. The first one is making a decision on

what kind of property you want – Do you want a condo in the city? A single family

home in the suburbs? Then you need to think about how many bedrooms you

want, how many bathrooms, etc. You can then start going to open houses. Open

houses are special times when a house is open to the public to see.


Ryan’s New Apartment

Ryan moved in to a new apartment on September 1st. He signed a one-year lease.

He likes his new apartment because it is bigger than the last one he rented. He

also likes that his new apartment is closer to work. It has more bedrooms too. The

rent is higher, but he doesn’t care. Two weeks after he moved, however, his toilet

started leaking. He called the landlord and told him to fix it. The landlord never

came. He called again and the landlord said he would send a repairman out by

September 20th. Ryan is now going to write a letter to confirm the agreement.


Housing Unit: Week 3, Thursday

Objectives Learners will be able to… Materials Life skill: Identify the 5 steps to buying a home and what kinds of mortgages are available to them. Literacy: Read a letter to a realty company and answer general comprehension questions; read about different kinds of mortgages. Listening: Listen for the 5 steps to buying a home.

Make Student Copies

Handout: Paradise Realty Questions


ed., p. 55

Handout: Reading Test Practice

Make Single Copies or Reference


ed., p. 50


ed., p. 51 (reference)

Props, Technology, or Other Resources


Lesson Plan Warm-up: Literacy (30mins) Description: Ss will read a letter to a realty company and answer general comprehension questions. Materials/Prep: copies of Paradise Realty Questions; one copy of Stand Out 4, 2nd ed., p. 50; ELMO or overhead projector. Activity 1: Life Skill/Listening (25-30mins) Description: Ss will watch a video of a realtor talking about how to buy a house,; they will listen for the five steps he mentions. Materials/Prep: Laptop, LCD projector, and speakers; (reference) Stand Out 4, 2nd ed., p. 51; student notebooks. Activity 2: Life Skill/Literacy (30mins) Description: Ss will read about different kinds of mortgages and answer questions about them. Materials/Prep: copies of Stand Out 4, 2nd ed., p. 55. Activity 3: CASAS Prep (15mins) Description: Ss will practice taking a CASAS reading test. Materials/Prep: copies of Reading Practice Test. Wrap Up Ask your class to write down two things they learned today. Then have them share that with a partner before sharing it with the whole class.


Teacher Directions: Warm up: Literacy

Materials: Stand Out 4, 2nd ed., p. 50; Paradise Realty Questions;


Step 1: Introduce the activity

Project p. 50 of Stand Out 4 on the board. Explain that it is a letter to

Paradise Realty. Ask your class what they think the letter will be about.

Discuss.

Read the letter for your class. Then have your Ss read it

along with you for a second time. Discuss any key

terms/words that are confusing for your Ss. Then pass out

the Paradise Realty Questions and have your Ss answer

them individually. Give your class about 15 minutes to

work on this.


As Ss finish, pair them together and have them ask/answer

the questions. Then finally, go over all of the questions

together as a class.

Teacher Directions: Activity 1: Listening

Materials: Laptop, LCD projector, Speakers; (reference) Stand Out 4, 2nd ed., p. 51

Step 1: Prep

Set up the laptop, LCD projector, and speakers. Open up your internet browser and type in this

website: www.youtube.com/MLCESLlistening. Then click on How to Buy a Home. Test out the

volume and make sure the speakers work.


Ask your class if they remember what the steps are to buying a house.

(They learned these yesterday. Reference p. 51 of Stand Out 4 if

necessary.) Discuss any valid answers and write them down on the board

(i.e., apply for a loan, look for a house, etc.)

http://www.youtube.com/MLCESLlistening


Step 3: Listening

Tell your Ss that they are now going to listen to a realtor talk about the 5 most important steps to

buying a home. They will have to listen for each step and write it down in their notebook. Tell them

that you will play the video multiple times.

Play the video as many times as necessary for your class. Then ask your Ss what the 5 steps to

buying a home are. Discuss.

Then tell them that they are going to listen again, but this time they’re going to listen for the

realtor’s name, the realty company he works for, and what his phone number is. That way if they

want to contact him they can!

Teacher Directions: Activity 2: Life Skill

Materials: Stand Out 4, 2nd ed., p. 55; ELMO or overhead projector


Ask Ss: When you rent a place, what do you pay every month? rent. When you buy a place, what

do you pay every month? mortgage. If they don’t know these answers supply them for your Ss.

Then briefly discuss the differences between the two.

Step 2: Reading

Explain that they are now going to read about 3 different kinds of

mortgages. Pass out p. 55 of Stand Out 4 and project a copy on the

board. Read each kind of mortgage in section (H) for your class,

discussing any confusing terminology along the way. (NOTE: This is

confusing for some native speakers, so explain that to your Ss).

Next, let your class work on section (I) individually. When they’re

finished, encourage them to do section (J) only tell them they don’t have to write a paragraph; just

one sentence.


Regroup once everyone is finished with section (I) and go over the answers. Then have a few Ss

share which kinds of mortgages they’d want and why.


Teacher Directions: Activity 3: CASAS Test Practice

Materials: ELMO or overhead projector; Reading Test Practice

Step 1: Independent Practice Before distributing the questions, remind learners that this is practice for their reading test. During the test they should not talk, look at their notebook or dictionary, or look at other Ss’ papers. Pass out the Reading Test Practice handout. Give everyone 5 minutes to complete questions 1-4. Use this time to walk around the room and see who has easily mastered this skill and who might need extra practice.

Step 2: Reviewing Answers Use the ELMO or overhead projector to review the questions. Invite a student to come up and circle the correct answer. They should also circle the information in the question that helped them find the correct answer.


Paradise Realty Questions

Read the letter to Paradise Realty and answer the questions below.

1. How many bedrooms does this family want?

2. Why do they want a big yard?

3. What amenities would they like?

4. Can they afford a $400,000 home?

5. Can they afford a $250,000 home?

6. Why is Joseph writing this letter? What does he want Paradise Reality to do?


Reading Test Practice

1. What type of property is this ad

for?

A. A condo

B. An apartment

C. A house

D. None of the above

2. How much is the property?

A. $4,348,015

B. $3648

C. $55,075

D. $339,000

3. How many bedrooms are in this

property?

A. 3

B. 5

C. 2

D. 4

4. How many bathrooms are in

this property?

A. 3

B. 5

C. 2

D. 4

Documents

Housing: Week 3 - Minnesota Literacy Council · Housing: Week 3 Unit Overview ... Review comparatives and superlatives to compare rental properties. ... ANSWER: bigger, more, nicer,