Home-Buying Basics: Understanding the Language
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1 Media Type: Microsoft PowerPoint presentation Duration: 84 slides Goal: To explain the terms, phrases and concepts essential to understanding the home-buying process. Description: Home-buying is a complex process involving a unique set of terms and concepts. This presentation guides students through the language used when buying a home. Equity, appreciation and depreciation are explained, as well as types of mortgages and typical mortgage structure. In addition, common components of a home purchase agreement are discussed. Objectives: 1. To define and explain equity. 2. To discuss the concepts of appreciation and depreciation. 3. To define amortization and analyze typical mortgage payment structure. 4. To investigate types of mortgages. 5. To examine the role and function of Fannie Mae and Freddie Mac. 6. To interpret language commonly used in home purchase agreements. College & Career Readiness Anchor Standards for Language Language Standards Vocabulary Acquisition & Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 12 reading and content, choosing flexibly from a range of strategies Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
2 College & Career Readiness Anchor Standards for Writing Writing Standards Text Types & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation Draw evidence from literary or informational texts to support analysis, reflection, and research.
3 College & Career Readiness Anchor Standards for Speaking and Listening Speaking & Listening Standards Comprehension & Collaboration Presentation of Knowledge & Ideas Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
4 Class 1: Begin class by asking students if any of them hope to buy a home one day. Ask them to share what they know about the 1-19 home-buying process and allow for a brief class discussion. Pass out the Home-Buying Basics: Understanding the Language Vocabulary Handout and Student Notes. Show the Home-Buying Basics: - Equity segment of the presentation and follow it with its Assessment. Introduce the Making Home Affordable Program Project and allow students to begin working on it. Class 2: Remind students to continue using the Home-Buying Basics: - Mortgage Payment Structure segment of the presentation. Follow the segment with its Assessment. Have students complete the Mortgage Rates & Terms Activity. Allow them to finish for homework if necessary. Class 5: Review concepts covered in previous classes. Administer the Home-Buying Basics: Final Assessment. Introduce the Real Estate Expert Interview Project. Allow any remaining class time for students to work on the Making Home Affordable Program Project. Class 6: Have students present their Making Home Affordable Program Projects. U.S. Department of Housing and Urban Development: Buying a Home buying_a_home Making Home Affordable.gov Realtor.com Class 3: Begin class by allowing a few students to briefly share their findings from the Mortgage Rates & Terms Activity Remind students to continue using the - Types of Mortgages segment of the presentation. Follow the segment with its Assessment. Have students complete the Mortgage Types Activity. Class 4: Remind students to continue using the Purchase Agreements segment of the presentation. Follow the segment with its Assessment. Complete the Purchase Agreements Discussion Activity. Business Professionals of America Financial Literacy DECA Financial Literacy Promotion Project icev50179, Beatrice Clariay Welcher, Real Estate Agent, New York Habitat icev50516, Tim White, Vice President of Real Estate Lending, PlainsCapital Bank icev50435, Sally Martinez, Realtor, Greg Garrett GMAC Real Estate icev50426, Richard Robledo, Real Estate Broker, Condo Company
5 Mortgage Rates & Terms Students will find current mortgage interest rates using Zillow.com/mortgage-rates and will manipulate variables such as down payment, credit score, annual income, monthly debts and desired loan program. They should compare the mortgage program offers as they change variables to better understand how each affects interest rates and monthly payment amounts. Encourage them to change variables enough to affect the rates and terms offered. After comparing offers, they will write a 150-word essay describing what they learned from the experience. L E S S O N P L A N Mortgage Types Students will compare mortgage types by filing out a chart listing the pros and cons of each type. Allow students to perform online research to better understand each type and its pros and cons. After finishing the chart, they should write one to two paragraphs about which type they feel they would be most likely to use and why. Purchase Agreement Discussion For this Activity, you will facilitate a class discussion about sample home purchase agreements found on the Internet. Using the Internet, students will find and print out a few sample home purchase contracts. If possible, have them search for contracts specifically for use in your state. Allow them to look over the contracts independently for a few minutes. Then, ask students to identify the parts of the contracts discussed in the presentation. Encourage them to discuss why certain parts are included and what problems might be caused if these sections were not in the contract. In addition, ask students if they feel anything is missing from the sample purchase agreements. Making Home Affordable Program Students will work in groups of three or four to create a presentation describing one of the government s Making Home Affordable programs. They should use reliable Internet sources to research factors including the purpose and history of the program, eligibility requirements, steps to take to participate in the program and how a homeowner can effectively use the program. Each presentation should include a visual element such as a poster, Microsoft PowerPoint or video. Groups will present their Project to teach the class about the program. Real Estate Expert Interview Students will work to develop a list of five to ten questions they have about the basics of home buying. Then they will identify a real estate expert in the area and will arrange an interview with him or her to ask their questions. They should record the interview or take good notes. After the interview, they should write a three-page report explaining who they interviewed, what they asked, how the person responded to each question and what the student learned from the experience. Be sure to provide the students ample time to find their expert and arrange the interview.
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