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REAL ESTATE DEVELOPMENT CURRICULUM SUMMARY:

Summary: This Real Estate Development curriculum provides students with an understanding of the world of real estate developers and others in the real estate or city building sector. This curriculum provides a framework of lessons and skills to teach students the various concepts real estate developers encounter every day, while at the same time engaging students through hands on learning. This curriculum requires students to think critically and be active members of their community by taking part in the development of an area in their neighborhood. Skills Targeted: Teamwork Leadership Creativity Critical Thinking Analysis Oral Presentation Advanced Literacy Goals: Introduce students to the concepts of real estate and real estate development Encourage students to be active members of their community Provide students with an important career connection What Curriculum Includes: The kit for the Real Estate Development curriculum comes with the following items for apprenticeship use: A 10-Week Curriculum with individual lessons that can be tweaked and targeted for each week An appendix of sample worksheets and other hand-outs A menu of activities and ideas to draw upon for different weeks

10 Week WOW! Plan


Apprenticeship: Real Estate Development Week Stage Lesson Objectives: What do we need to get done today?
Introduction to real estate Understand what a real estate developer does. Begin to understand urban planning and design

Learning Objective: What will the students learn today?


Learn about different types of real estate (commercial, residential, mixed use, etc. Understand the jobs and rolls of a real estate developer

Activities

1
Learn new skills

MODEL

Team Building Activity Build tallest tower (fun first class activity) Powerpoint of RED buildings Favorite places in the city Team Builder activity Mayors letter JLL zoning activity Vocabulary Collage

2
Learn new skills

MODEL

Introduction to the project WOW outline Introduction to zoning requirements Begin understanding the importance of community involvement and working with a client Prep for site visit Explore site Conduct interviews

The specifics of the site and the guidelines/requirements of the project Students will learn zoning codes of the site The role of community in development projects Learn qualities and characteristics of the site Learn interview skills

3
Learn new skills

MODEL

Aerials of site Interview practice

4
Produce

SCAFFOLD SCAFFOLD

Learn about our site area Scavenger Hunt Practice oral presentation and interview Interviews Exploration skills Debrief from interviews and understand what is important to site stakeholders Learn how to take a creative idea and make realistic Understand the role of architects and how to create a blueprint Learn about the importance of green design and how to develop a sustainable building Begin to think about ways to make the site greener Understand the money behind the project, and how to stick to a budget and calculate profit Finish Final blueprints and include building materials as well green ideas. Learn oral presentation skills and practice Debrief Draw plan of your house Draw 3D objects

5
Produce

Debrief from interviews Begin formulating design concept (whats going to work?) Begin designing the site

6
Produce

COACH

Sustainability/Smart growth Debrief from interviews

Urban Growth Pro/Con and video Green thinking Perfect Site Design Budget worksheet Building Materials Cost/Benefits Final Blueprints WOW Work Teambuilders/Oral presentation activity WOW work Teambuilders/Oral Presentation activity Reflections Celebration

7
Produce

COACH

Introduction to budget component Take time to talk about materials and costs Finish final blueprints Work on models, practice presentation, work on write up Split into WOW groups

8
Practice

COACH FADE FADE

9
Practice

Finish and final practice

Learn oral presentation skills and practice

10
Practice

Reflections for the class Celebration

Learn to write a reflection

Apprenticeship Week 1:

City Building Lesson 1 What is Real Estate Development?


Citizen Teacher/Team Leader: New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership, Respect Overview: Learning Objectives: By the end of the lesson, the students will: 1. Have gained an understanding of the different types of real estate 2. Understand the various jobs and roles and responsibilities of a real estate developer Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual/Team builder 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Balloon Towers 20 Minutes 4. Expectations and Guidelines 10 Minutes 5. Introduction to the World of Real Estate 15 Minutes 6. Real Estate Industry 15 Minutes 7. Closing and Teach Back 10 Minutes 8. Clean up 5 Minutes Preparation and Space Set up: 1. Make visuals; 411, Objectives, 2. Connect with Staff Lead for this activity 3. Create Powerpoint or bring in pictures to represent different types of Real Estate (see attached for example) 4. Create Powerpoint or bring in pictures to represent various jobs of Real Estate Development (see attached for example) 5. Bring in small cut-out pictures of building types and what theyre called on separate sheets of paper for the matching game (or photocopy use the samples in the appendix). 6. Collect materials for balloon towers (paper, tape, balloons, straws, popsicle sticks) Vocabulary Talk with your staff support about the best ways to introduce vocabulary. This can shift over time as the students get more familiar with the subject matter, but generally should begin with you asking them what they think a word means, and coach them to the right answer, rather than just telling them a definition. It takes a bit longer but helps them make associations with the word and therefore understand and remember it to a greater degree. It is not necessary to go through every single vocabulary word each week. Feel free to choose which words to focus on or to supplement the words with additional vocabulary. Real Estate- A piece of land, including the air above it, the land below it, and anything on it Property- something that is owned

Real Estate Development- A type of business that contains different real estate activities. Typically, developers purchase a piece of land, determine the marketing of the property, develop the building program and design, obtain the necessary public approvals and financing, build the structure, and lease, manage, and ultimately sell it Commercial Real Estate- Property that is used for business purposes (Gas Stations, Ball Park) Residential Real estate- Property where people live (apartment buildings, houses) Mixed Use- Combination of commercial and residential real estate. Real Estate thats designed for more than one use. Hotels for example are businesses but people can also live there. Blueprint- A blueprint is a plan, draft or outline that helps you plan what youre going to build. Lease- a contract granting use or occupation of property during a specified time for a specified payment. Manage- be in charge of, act on, or dispose of, to oversee: watch and direct Contract- a binding agreement between two or more persons that is enforceable by law Invest- to put money into something (a project) with the hopes that you will make money back (profit) Materials and Equipment Computer and Projector Pens/Pencils Balloons Popsicle Sticks for balloon towers (optional) Rolls of Tape Water/Cups Scrap Paper for balloon towers Straws Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~10 Minutes Name Game to build teamwork and allow students to get to know each other. You should play as well to begin to get to know your apprentices. See appendix for name-game ideas and/or ask your staff support. * During the first opening ritual, introduce yourself. This is a great time for college and career connections. Tell the students how you got to be where you are today. Did you always want to work in real estate development? What was your career path? You or the TL can draw a road map of your life while you speak to give students a visual representation of your life. (anytime you have a guest you should follow this same introduction) * Set the Context and Review Agenda Time: 5 Minutes Hang up the visual agenda for students. Set the tone for the day. For example Today we are going to be learning about the different types of real estate. We are also going to show the various jobs and roles we as real estate developers do on a regular basis. At the end of the day you will have the ability to test your creativity and building techniques and we will see who can build the tallest structure in the class. Introduce vocabulary for the day. Refer back to it when words come up in the lesson. Ask kids if they know what the words mean and if they can recognize an example of the words. Introduce Mission of the day. Each week, as part of our objectives and in working towards WOW, we will have a mission of the day that we need to accomplish (review the word mission if they need to). Your mission today is to pay close attention to the various types of real estate and the jobs people in the industry do so you can begin to understand how you, as real estate apprentices, can build your city. ACTIVITIES Time: 60 minutes Time: MIN Activity 1-3: ACTIVITY 1 Balloon Towers 20 Min - 5 to introduce/plan and 15 to Build Preparation: Collect materials Materials: Sample Blueprint, paper, balloons, straws, popsicle sticks Vocabulary: Freestanding, Blueprint Divide students into groups of three or four. Instructions: Your goal as new developers is to build the tallest balloon tower you possibly can. Your structure must stand by itself and cannot be held up by walls, desks, tables or people. The materials you have (balloons, paper, straws, tape, popscicle sticks (optional)) are on the table for you to look at. Each group will receive the same amount, but it is up to you to decide how to use them. Explain to students that a lot of what real estate developers do is try and solve a problem with specific resources. This will be their first test in real estate development. Explain that lots of time in the work place you must think critically and creatively in only a short amount of time, so its important to work together and stay focused. Before you can begin you must make a blueprint of your design. Discuss what a blueprint is. Has anyone ever heard of it? A blueprint is a rough draft, a sketch or an outline of what you are going to build and what materials you will need. Show an example of a blueprint, and then show students the example of what youd like them to come up with, since seeing the complexity of the blueprint could be a bit overwhelming if they think theyre supposed to do that now (see appendix for examples of a student blueprint) After demonstrating that theyve planned out a design students can begin to build. The tallest, freestanding structure wins and that group should present their methodology to the class.

ACTIVITY 2 World Of Real Estate Favorite Places in the city

15 Minutes

Preparation: Powerpoint of Favorite places in city. (see appendix for example) Materials: Computer, Projector Vocabulary: Different types of real estate: Commercial, Residential, Mixed-use, industrial, office space, vacant land,
institutional

Description:
Have students throw out ideas of what their favorite buildings are. Where is each students favorite place to go in the city? In the state? In the country? In the world? And what they do there. Explain to them that these are examples of real estate, and they experience real estate every day. Show powerpoint of different places in the city. Make sure kids know some of the buildings. (library, convention center, ball park, office building, mall, subway station, apartment complex, university, etc.) Use different places as examples of different types of real estate and to demonstrate that cities are made up of many types of real estate. Use local places so students can relate. *To enhance college and career connections you can show pictures of your college, office building, or other buildings that had an impact in your life and demonstrate how they were important to you and say what kind of real estate it falls under* Transition So, if these are all examples of real estate, what would you say real estate is? How can we define it? Ask students what they think real estate is. What do they know about real estate? Show examples of different types of real estate while you discuss what that type is. Demonstrate that cities are comprised of many different type of real estate CommercialMcDonalds, Taco Bell, CVS ResidentialHouses Mixed UseHotels/ Apartment buildings with storefronts on first floor Industrial- Factories and Power plants Office- John Hancock Building Vacant LandFarms and Ranches Institutional Government buildings and schools

MATCHING GAME (see appendix for sample photos to cut and pass out) Pass out pre-cut pictures of different places in the city. Also pass out paper with words of different types of real estate on them (commercial, residential, etc.) have the students walk around the class to find their partner -- the person who holds a card they can match with. Students then report back to the group why they are a match. ACTIVITY 3 Class Expectations and Guidelines 10 Minutes

Preparation: On a piece of large visual paper draw a large circle/building and write team contract as title Materials: Markers, Visual paper Vocabulary: Contract

Description:
This is going to be the team contract for the next 10-weeks. It will include expectations and behavior guidelines. The things we put inside the circle/building are behaviors we want and expectations, the outside is things we dont want in this apprenticeship. Ask students for the positives first. What behaviors do we want? Have students raise hands and write their responses on the visual paper. Ask students to be specific rather than saying just one word. After you finish the inside, work on the behaviors we dont want. After students are out of ideas have each student come up and individually sign the contract. ACTIVITY 4 What jobs exist in the real estate sector? 15 Min

Preparation: Create large poster that looks like a skyscraper and tape pictures representing various parts of the
industry on it (pictures should be removable). Print out pictures and words representing the different types of real estate Materials: Poster, pictures of real estate jobs, blank visual paper Vocabulary: Architecture, Design, Development, Construction, Brokerage/Finance, Property Management, Law Description: Architecture and Design, Development, Construction, Brokerage/Finance, Property Management, Law, (add others). These are most of the sectors that fall under the broad category of real estate. We could spend the entire apprenticeship learning about each of these concepts to you so were going to focus on just a few of these to introduce to the world of real estate. This activity is designed to show you how the various components of real estate work independently of one another while at the same time work together to create the most efficient process. Have students come up individually, pull off one picture and read what the title is, or what this part of real estate does. After each picture explain to the class what duties and roles of each part of the industry. Have students take notes to remember all the different components of real estate. You can have brief discussions after each picture to make sure students really understand how that part of real estate is relevant and students understand exactly what they do. After all students have gone or all the pictures have been removed ask students to think about the order in which the process of building/development works. Put students into groups of 3 or 4 and provide copies of the pictures used in the previous exercise. On a poster board explain that they must figure out which picture most represents the starting point and which one the ending point. You can have additional pictures (like a finished building or empty tract of land) to help guide their thinking and give them starting points.

Debrief: In real estate development, there are many people with many different jobs. Its really important for all these different people to work together, because as you can see there are times throughout the building process where real estate developers must call on different people for their help and their opinions. This activity, putting together the order of development was designed to show you how all the different parts of real estate must come together to lead to a final project. While we wont be focusing o n all these things in this class, we are going to dig deep in the realm of design, development, and construction. And to get you thinking about these three things, we are going to dive into our next activity called

Closing & Teach Back

Time: 10 Minutes

Have a student come up and explain what a quality teach back is. Ask students to give quality teach backs about what they learned today. If nobody responds, you can ask probing questions. What are the different types of real estate we mentioned? What are examples of those types? What are some of the possible real estate careers available? What did the balloon tower structure teach us? What did it teach us about planning? About teamwork? What was our mission of the day? Did we complete it? Judging by the teach backs we should be able to gauge whether we achieved the mission. Clean Up Time: 5 Minutes Before students leave, we must put the room back to the way we found it and desks and tables moved into their original position. It may be helpful to assign clean up roles for members in the classroom (your staff support can assign these roles)

Apprenticeship Week 2:

City Building Lesson 2 Zoning and Project Guidelines


Citizen Teacher/Team Leader: New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership, Respect Overview: Learning Objectives: By the end of the lesson, the students will: 1. Know the specifics of the site (guidelines and requirements) and project 2. Learn what zoning is, and the zoning codes for the site Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual/Team Builder/Review from last week 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Mayors Letter 20 Minutes 4. Zoning Activity 30 Minutes 5. Vocabulary Collage 15 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Make visuals; 411, Objectives, Vocabulary, 10-week WOW visual Connect with Staff Lead for this activity Collect magazines (architecture, home, business) Create and make copies of mayors letter Vocabulary (make sure to keep vocabulary visuals from each week) Zoning- A group of laws, or rules the government has to control how land is developed and how houses, buildings and other pieces of property can be used. Materials and Equipment Vocabulary picture printouts Magazines that demonstrate vocabulary words introduced thus far Mayors Letter Visual as well as individual copies Journals Pens/Pencils Stacking Plans printed Blank signs for students and string to tie them on with. Water/Cups Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~10 Minutes As it is only the second week, begin class by running another team-building activity (see appendix for examples) Before moving on from this activity, ask a few students for teach back what we did last week for review. Ask about the vocabulary words we learned (commercial, residential, mixed use, blueprint, etc.) and what real estate developers do to get students back in the real estate realm. One example of a game to both review and work as a team is to break the class into teams and hand them a handout with 5 -10 questions on it relating to what was learned last week. They must work with their group to complete the card and fill in the correct answers (or multiple choice). The first team that turns it in with 9 out of the 10 correct wins! Set the Context and Review Agenda Time: 5 Minutes Visual agenda for students. Today you will be introduced to your assignment. It is your job to follow the guidelines set forth by the mayor. We will also learn about zoning and zoning requirements for the city and how they apply to our site. Mission of the day: Todays mission is to understand what the Mayor is asking us to do for the city. What do we need to design and what instructions and guidelines (or rules) do we need to follow? ACTIVITIES Time: 60 minutes Activity 1-3: Time: MIN

ACTIVITY 1 Mayors Letter 20 Min Preparation: Write, Print, and Copy of Mayors letter (see appendix for example) Materials: Photocopy the Mayors letter for each student Vocabulary: Requirements and any other difficult words in the letter that may need defining Explain to kids that these are our instructions for our project. It will be the first time the students have been introduced to the requirements so its a good idea to read the letter out loud as a class. Make sure to go over the requirements specifically so the students gain an understanding that we must adhere to the guidelines set forth by the letter. Explain that we have been hired by the city and we need to come up with a design that will give them what they want, while following rules and requirements about what we want to build. Put the blown up letter hanging on the wall for the students to use as a reference for the rest of the apprenticeship. This will allow students to return to the letter to make sure the guidelines are being followed. Use this as a time to present to the students what the WOW will be and your 10-week WOW plan for the apprenticeship. Show them a WOW-Roadmap that outlines all 10-weeks and gives students a reference for seeing where the apprenticeship is going (your staff support can will help with this) See appendix for example of 10-week WOW Plan *Cameo opportunity* If you have access to video conference call at your office or speakerphone at school, you can have someone call in and pretend to work for the mayor or the company and explain to students that we need your help. You can say we just received this fax from the mayor outlining the project and the site and ask the students for their help over the next ten weeks in figuring out a solution and read the mayors letter to the students. REMINDER- bring Mayors visual back each week. It may make sense to laminate or put on poster board. ACTIVITY 2 Zoning Activity 30 Min Preparation: Number sheets of paper Materials: White Paper with numbers on the back, copies of stacking plans, markers Vocabulary: Zoning

What Is Zoning? Before breaking in to groups, review and quickly ask for examples of the three types of real estate we talked about last week. Break the kids up into 3 groups (Retail Group, Residential Group and Commercial Group) - Hand out blank signs with strings attached (one for each kid and they will wear around their necks with a string). The groups need to come up with and decorate the use signs with one specific use from their assigned type. (Students could draw a restaurant for example to represent commercial real estate). The back of each sign will have a number on it. Next, have the students stand in a circle. Explain that you will call out two numbers and the three students with those numbers should step into the center of the circle. Numbers 3 and 7 for example will come to the circle and explain what their building will be used for and the group will decide if the building uses of 3 and 7 could work well together. Does having a restaurant and an office building together make sense? Introduce this as an example of zoning. The government sets out rules so that the community can enjoy its spaces in ways that benefit many people and dont harm or bother others. Give one or two examples of zoning rules and ask the students why they make sense. One person should be designated to take notes on the white board. After youve gone through the 4 sets, have the kids go back to the tables with their smaller group and fill in the stacking plan. The stacking plan will be a picture of a three-story building where the kids can take what they have learned from the previous exercise about what uses go together well and put it into the building. Encourage them to come up with uses different than discussed in the previous exercise. Once groups are finished with their stacking plans a student from each group will present to the class what their group decided to come up with for a stacking plan

Pubic Process and Permitting Introduction After the presentations are complete, hang up the stacking plans on the wall next to each other. At that point, we will tell them that these three building will be our new design for your project (City Hall case study for example). The idea here is to show the kids how these three buildings, though maybe work very well individually, actually dont make too much sense together. Although all are great building plans in their own right, the three groups did not communicate at all about what the other was doing, so there are some duplicates, some things that dont work well together, and some things that we might want not here. How can we fix this? Yes, by talking to each other. But do we know exactly what this site needs? How can we learn exactly what people who live, work, hang out or go to school at our site want? (encourage students to understand that we need to ask them). Let them know that in two weeks theyll get a chance to do just that; youll be going on a field trip to look at the site to really get a feel for it and to ask people what makes sense to them. * Cameo opportunity * For this part of the class you can also call upon someone familiar with the zoning rules of the city and the permitting process. They can explain to students the importance or do an alternate activity with them. ACTIVITY 3 Begin Vocabulary Collage (optional if time permitting, can be done any week, or over a number of weeks as students finish group work and can work on the collage individually) Preparation: Collect Magazines and pictures that represent real estate vocabulary Materials: Pictures (printouts, magazines) glue sticks, markers, pens

Vocabulary: ALL Print out and bring in pictures that relate to various aspects of real estate development and have kids create a collage of the different concepts to help them visualize them in more concrete ways better and familiarize themselves with the vocabulary. Make sure to label the different aspects. (hand out a list with all the vocabulary words so far for help) Paste collage pieces into journal Students can add to this throughout the semester as they learn new words and need quite activities to do.

Closing & Teach Back 5 min What did we do today? What did we learn about? How is this going to help us for the rest of the apprenticeship? What are some of the Mayors guidelines? Look back at the mission. Did we accomplish our mission? What do you know about zoning? What is exciting to you about the building we are going to work on? Clean Up 5 min Have Team Leader assign roles to students.

Apprenticeship week 3:

City Building Lesson 3 Needs of the Community


Citizen Teacher/Team Leader:

New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Overview: Learning Objectives: By the end of the lesson, the students will: 1. Understand the role of community in development projects 2. Learn qualities and characteristics of the site 3. Learn and practice interview skills Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Birds Eye View Introduction 15 Minutes 4. Community Importance 10 Minutes 5. Interview Practice and Group Work 30 Minutes 6. Expectations for Next week 10 Minutes 7. Closing and Teach Back 5 Minutes 8. Clean up 5 Minutes Preparation and Space Set up: Make visuals; see above (411, 20 questions rules, Who am I rules) Connect with Staff Lead for this activity Make sure transportation for next week is ready Vocabulary Posted in the Classroom Aerial- Overhead pictures or birds-eye view pictures of something Community- A unified body of individuals. People with a common interest or characteristics living together in a particular area. Stakeholder- people who play a large role in deciding something. Materials and Equipment Aerial Pictures (google maps, google earth, any other photos) Map of site Markers Pens/Pencils String and Tape Water/Cups Visuals Stars Step Up sheets

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~10 Minutes Choose from an assortment of team building games (appendix). Take a look at one that involves oral presentation as today is interview practice. Also review Mayors letter. Set the Context and Review Agenda Time: 5 Minutes Visual agenda for students. Today we are going to begin to understand the importance of working on behalf a client. Since we are hired by someone and are working in the community, we need to make sure we listen to what people want at the site. We will learn all about the specifics of our site by looking at different pictures and will prepare for our field trip to the site by conducting practice interviews. Mission of the day: Today your goal is to understand the importance of listening to the community and make a list of questions you will ask people when we visit the site and interview them next week. ACTIVITIES Time: 60 minutes Activity 1-3: Time: MIN ACTIVITY 1 Birds Eye View Introduction 10 Minutes Preparation: Print our aerials of the space, print out list of vocabulary words Materials: Aerial Print-outs, string, markers, tape Vocabulary: All

Description:
This activity is designed to give students an aerial view of the site. It will provide an introduction and an understanding to what our site looks like on a grand scale and will help students for the following week when they visit the site. Use google maps, google earth and other pictures of the site to show students what their project area looks like Print out vocabulary words from previous weeks and other labels that might be relevant to the site so students can construct their own maps of the area. Bring in string, markers, and tape so students can design it their own way. Give each student a picture and have students map or graph out the area. Have them label the map with vocabulary from the previous weeks. Have them locate points of interest on the site and its surroundings. You can provide a vocabulary sheet or list the words on the board to remind them. Transition So weve done our stacking plans and have an idea at what types of buildings go well together. Weve worked with the maps of the area to think through what is important about the site and what could be put there. But before we can build anything with our ideas who do we need to talk to? (hopefully students will remember from last class that they need to talk to the people who live/work/study/use the site the community ask probing questions until they get here). Opening Discussion of the importance of the Community 10 Minutes

ACTIVITY 2

Preparation: None (discussion activity) Materials: Flip chart paper to record student thoughts Vocabulary: Community Description:
This discussion will help students understand the importance of involving the community and respecting the wishes and concerns of the people the site is going to affect. Ask students what they think community means. What types of communities are in your city? Are you a part of any communities? What do communities represent? Help them bring it down to focus on the site. What types of people are going to use the site every day? Only sometimes? Who is going to be effected by construction? What do different groups of people want? What would people working there want? People just walking by? Students? Residents? Simple probing questions will get students thinking about how the community interacts with the site and why thats important.

ACTIVITY 3

Interview Practice

30 Minutes

Preparation: Visuals for rules of the games, name cards for role play Materials: Name cards for role play, flip chart paper/white board Vocabulary: Stakeholder Description:
Before we can go to the site and being to ask people questions, we must first learn how to conduct good interviews to make sure that we know how to get good information. Ask students what is a good interview? What are some good interview techniques to remember? What kind of questions should we ask? (Record questions on flip chart paper or the board) Explain to students that no matter what job they choose to do in life, they will need to use oral presentation skills. Mention that you will need to have an interview before you can get a job, so its good practice to interview people to see what its like. Play a game of 20 questions with the class. Here, you can show how closed-ended questions dont work that well in interviews. Show how yes/no answers can only get us so far. Explain that openended questions can give us a lot of information, but it is important for us to make sure we listen so that we can ask good follow up questions WHO AM I? with a Twist - Have students pair up and play a game of 20 questions, with a twist. One person will pick a famous person (singer, actor, sports star) and the other person will try and guess. Instead of just yes or no answers, the student asking the questions can ask follow up questions to get more information from their partner. This will be a good way for students to understand the importance of listening and asking open-ended questions. (You might want to limit the number of follow-up questions that are allowed to be asked) After a few rounds ask students what they learned and how this might help them ask the people at the site questions. To close interview practice, we will do a mock community meeting. Citizen Teacher and Staff Support will represent stakeholders in the development site. Students will take turns asking the stakeholders questions about what they think the site should look like and what should be included. This will help develop interview questions and practice interviewing. And will help students develop proper public speaking skills (eye contact, good posture, speaking clearly, etc.) This would also be a great time for college and career connections. CTs can mention all the times theyve had to go on a college interview or a job interview and how important these are to getting into school or getting a job. Debrief the questions. What were good ones? What got information we could use? Which questions were not as useful? Debrief the delivery: Did you make eye contact? Were the questions clear and easy to understand? Did you thank the people for their time? Time-permitting, have students pair off, take on roles (office worker, student, taxi driver, tourist, resident, restaurant owner, etc.) and ask each other questions. This will help students think about what it is like to stand in the shoes of stakeholders and think about the site from their point of view.

ACTIVITY 4 Set expectations and guidelines for next week Preparation: Print out maps of the site Materials: Maps, Paper, Pens Vocabulary: None

10 Minutes

Set students up for the following week. Next week we will be going off-campus to check out the site. We have a lot to do there so we need to make sure that we get everything we need to done, since we cant go there again if we forget to ask something or check something out. For the last part of class today were going to get ready for next week so we dont waste any time getting our things together. There will be a lot to do since this is our only opportunity to see the site, so we need to pay attention so we can be ready to go. Have team leader separate class into teams for interview groups (may want to think this through prior to class to get the most functional working groups). Map out where teams will placed so students know where to go when they get to site, show them on the aerials. Explain that this will be their area and they will interview people within this area to gather solid information to help the group. Give each team a few minutes of strategizing time to set out their plan. Have students brainstorm a few questions they want to ask, and have them think about what questions might be more important to ask given that they are in a different place. For example, people coming from the exit of a train station may have different opinions and wants then somebody locking their bike. Help teams to jot down at least 3-5 questions they want to ask people on the street. Remind students that they can pick from questions they asked the Citizen Teachers and Team Leader who were representing potential stakeholders, and each other. Close by asking students to select roles for the next week (or assign them depending on how your class works best). Roles include: Interviewers, note takers, and people grabbers. By having a role, students are more likely to stay on task at the site. Make sure to collect their interview questions sheets at the end of class.

Closing & Teach Back Time: 5 Minutes Use teach backs this week to talk about the interview questions to be used next week. Ask students what questions did they come up with? What do they hope to gain from the interviews next week? Why is it important to interview community members/stakeholders? Did we accomplish our mission today? Clean Up Time: 5 Minutes Team

Apprenticeship Week 4:

City Building Lesson 4 Site Visit


Citizen Teacher/Team Leader:

New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Overview: Learning Objectives: By the end of the lesson, the students will: 1. Gain an understanding of the layout of the site and be able to explore the area. 2. Practice interview skills Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual Scavenger Hunt On the bus 2. Review Agenda and Set Context 10 Minutes on bus or at site 3. Site Exploration At least 20 Minutes at site 4. Interviews At least 30 Minutes at site 5. Closing and Teach Back 20 Minutes at site or on bus 6. Collect interview worksheets from students 5 Minutes on bus or at school * Note that during field trips, transportation time and activities always seem to take longer than youd think. Keep time in mind when planning how much time you have to spend on each activity. Preparation and Space Set up: Make Scavenger Hunt Worksheet Make Interview Questions Worksheet (be sure to use some of students questions) Connect with Staff Lead for this activity Plan transportation to the site (bus, train, walk) with staff lead at least 1-2 weeks prior. Vocabulary

Materials and Equipment Clipboard/Notepad Interview worksheet Scavenger Hunt Sheet Water/Cups Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~15 Minutes Instead of an opening ritual in the classroom, students will fill out a scavenger hunt on the way to the site. This will help them stay focused, and will allow them to look for vocabulary words already discussed in the class. This can be done individual or as a team, on a bus or walking to the site area. You may want to offer a prize to the winners. (See appendix for sample scavenger hunt worksheet) Set the Context and Review Agenda Time: 5 Minutes Since you will be going off campus, it is important that you lay the ground rules for off-campus explorations. Team leaders know the specific rules of their campus and will explain the guidelines. Help students understand the importance of staying on task and gathering what information they can today, as we wont be able to come back another time. This is our one shot to really understand what the people want. Lets do it! The Mission of the day today is to stay focused on our goal to get good, helpful information from our interviews and explore our site. ACTIVITIES Time: 50 minutes Time: MIN Activity 1-3: ACTIVITY 1 Site Walk Around 20 minutes Preparation: Print out maps, split team into groups and pick places on the site Materials: Maps Vocabulary: bring in any of the words youve discussed with students, and if you introduce new ones, do it in a way that reinforces vocabulary theyve already learned. Give students copies of the maps that we passed out last week. These maps should have the areas marked where individual groups are supposed to go. Before you go about interviewing people, explain to students that its important to know our site. Take a walking tour of the area and show students important aspects and features of the site. Make sure to ask students what they think the key elements of the site are too. Tie this into the community aspect of last week and show the surrounding buildings. Ask probing questions to the group about the surrounding areas. What kinds of real estate are around here? Stores? offices? Homes? Ask what kind of structure certain businesses would want across the street from them? Why, why not? Walking around the area will give them a feel for what would work well at their site. ACTIVITY 2 Interviews 30 minutes

Preparation: Print interview sheets and photocopy (can use sample in the appendix) * sample index
is useful, but make sure to edit so a few of the questions the students come up with are included.* Materials: Interview sheet, clipboards or notepads, pens remember only some of the students are note-takers so not all need writing materials. Vocabulary: Split into interview groups with one adult with each group. Before each group takes their place on the site, mention some of the good interview techniques the students discussed last week. (speak clearly, be confident, eye contact) Send each group to their respective spot on the map and begin interviews. Remind students of their roles and encourage them to stick to them so all will feel good about participating (interviewer, note taker, person-grabber, etc.) If students need a little prodding, you can model an interview for them, and have them jump in when they feel comfortable.

Closing & Teach Back Time: 10 Minutes This can be done at the site while waiting for a bus/train or on the way back to school if youre running out of time. Its important to have students begin thinking about what people said and what that really means for the site and their project. Ask student: Who did you talk to? What was important to them? What did they want to see there? Did anything surprise you about their answers? Do you have any ideas about what you want to do now or how you want to change your earlier ideas based on what the community wants? Do you feel like you understand our site and its needs better? Mission accomplished? Clean Up Time: 5 Minutes Make sure papers, clipboards, etc. are handed into you prior to student departure. Remember to collect interview material from teach team before theyre dismissed.

Apprenticeship Week 5 Citizen Teacher/Team Leader:

City Building Lesson 5 Design

New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Cameo Opportunity-- Architects Overview: Learning Objectives: By the end of the lesson, the students will: 1. Debrief from interviews and understand what is important to site stakeholders 2. Understand the role of architects and how to create a blueprint Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 15 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Debrief the site visit 15 Minutes 4. Architects & Design introduction 20 Minutes 5. 3D Drawings 25 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Make visuals; 411, Vocab, Connect with Staff Lead for this activity This would be a good week for a whole day cameo appearance. You could visit an architects office or bring in a guest speaker from an architecture firm to explain what they do and to show examples of designs. You could also bring in someone from your company who specializes in designs and blueprints. If you do not have a firm that you would like to involve in this way, Citizen Schools can set you up with one of our contacts. Vocabulary Architect- someone who creates plans to be used in making something. Someone who designs and supervises the construction of buildings. Blueprint- This is a word from a previous week. Blueprint is a plan or design used for building a building. Materials and Equipment Computer/Projector/Screen Water/Cups Graphing paper/Blank paper Pens/Pencils Colored Pencils/Markers Visuals Architecture models/blueprints/designs Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~15 Minutes Pictionary. Today is a sketch/design day, so a game of pictionary may be a fun way to start class. Use real estate vocabulary terms mixed in with words amusing to youth. Set the Context and Review Agenda Time: 5 Minutes We have some really exciting things to do today. First we will talk about what we learned in the interviews last week and use them to help us think about what the public wants at the site. Then well begin to think about what our site should look like and what different buildings we want to put there. Well also practice blueprint sketching, like we did with the balloons. Mission of the Day: Each of you will finish the class with a blueprint sketch and a solid idea of what we will put on our site. ACTIVITIES Time: 60 minutes Time: MIN Activity 1-3: ACTIVITY 1 Debrief 15 Minutes Preparation: Arrange to have laptop, projector and screen Materials: Interview sheets, laptop, projector, screen Vocabulary: Pass back the interview worksheets students finished last week at the site. In the same groups have students reread their notes and pick out a few answer they think are the most important. Ask students what surprised them and what they learned. It may be helpful to remind them what they said right after the interviews last week during the debrief and teach backs. Once students have had time to come up their lists of things, they will report back to the group. Record their responses on a powerpoint to use for the next activity. ACTIVITY 2 Role of the Architect 20 Minutes

Preparation: Invite architect to class Materials: Powerpoint from previous exercise


Vocabulary: Design, feasible *College Career Connection* Have the architects introduce themselves and talk about how they got to their position. Where did they go to school? What did they study? What do they like about their job, what skills they need, how hard they had to work to get there. Etc. You can follow this up by putting your guest on the hot-seat where for two minutes students can fire off any questions they have to the guest. You can follow this method for each guest that comes in. Using some of the ideas the public gave us, talk about whether the ideas are feasible or not? Have students individually come up their ideas of what should be built on the site. Talk about what architects do. Once architects know what the purpose of the area is going to be, and what needs to be there, they can begin to design the project. They aim to incorporate the publics ideas but know that not every idea can be built. They have to be the experts and make decisions about what to design for the project. Youre going to work with an architect today to make some of these decisions. We need to begin thinking about our design as a group. What should we put there? Use the power point you made earlier to show how there are many ideas for how the space should be used. Explain that we cant use all of them, due to money, time, space, and it is up to us to use what we learned about the site and what most people want to decide which ones we think fit best Its also possible that we dont like the ideas mentioned or have different ideas, so we must provide time for brainstorming our own personal ideas. What do we want to put on our site? Lets make some decisions. Make a list of ideas.

ACTIVITY 3

3D Design

25 Minutes

Preparation: Get things to draw (fruits, vegetables, blocks) Materials: Graph paper, markers, pens, pencils, rulers, fruits and vegetables, sample 3D drawings Vocabulary: Description:
Once architects come up with a plan, they must sketch their idea out and come up with a plan. Before they can begin work on the building they need to get their designs approved by the people who hire them. You can show some examples of blueprints to get kids excited and also bring in some models if you have them Right now youre going to have the opportunity to practice your design skills. Give each student a piece of graph paper and have them, from memory, make a lay-out of their homes, or just their individual room. Explain that you this should be done from birds eye view, as if you are looking from the ceiling down. Ask students what they think scale means? Explain what it is, and that its important to remain in the same scale so people who are looking at the blueprint understand how big it is. Have them label their sketches. However, we cant just use 2D, we need to make sketches that are 3D, so we can get the real picture. Bring in some blocks( or fruits and vegetables) and have students make 3D sketches of their items. Show pictures of 3D drawings and encourage students to take risks by drawing different portions or sections of their food, using different shadings and lines.

* Cameo opportunity * Here, you can bring someone in and have them do a quick sketch/blueprint for the students and explain what it is they do and why it is important. Students will see how art can translate into a career and will be excited to practice their art skills.

Closing & Teach Back Time: 5 Minutes Its important to come out of this week with a couple design ideas that we can begin to think about, so for teach backs today make sure to ask students what they think belongs at our site. Ask probing questions to get them thinking about what will work and what wont. What do we have space for? What would look good? Help people? Etc. Mission Success? Did we already do this? Clean Up Time: 5 Minutes Students should clean up their own workspaces. Team leader will assign clean up roles as needed.

Apprenticeship Week 6 Citizen Teacher/Team Leader:

City Building Lesson 6 Greening the Site

New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Cameo Opportunity Sustainability & Green building experts Overview: Learning Objectives: By the end of the lesson, the students will: 1. Learn about the importance of green design and how to develop a sustainable building 2. Begin to think about ways to make their design greener. Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual: Sketches 15 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Urban Growth- Pro/Con 15 Minutes 4. Green Thinking 20 Minutes 5. The Perfect Site 25 Minutes 6. Closing and Teach Back 10 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Make visuals; 411, Vocabulary Connect with Staff Lead for this activity http://www.pbs.org/journeytoplanetearth/education/urbanexplosion.html Must do research for our site was what? Look up pictures and facts about what the site has been used for in previous years. Vocabulary Sustainability- the ability to maintain a certain process or state forever. The use and growth of natural resources to meet present and future needs without damaging the environment or using too much of a resource. Resource- A source of aid or support that can be used when needed; "the local library is a valuable resource." Smart Growth- Well-planned development that protects open space and farmland, revitalizes communities, keeps housing affordable and provides more transportation choices Infrastructure- Infrastructure typically refers to the technical structures that support a society, such as roads, water supply, wastewater, power grids, and telecommunications. Ecosystem- a system formed by the interaction of organisms with their physical environment Pollution- Pollution is the introduction of contaminants and trash into an environment that causes instability, disorder, harm or discomfort to the physical systems or living organisms. Urbanization- the process by which more and more people come to live in cities Urban Sprawl- The unplanned, uncontrolled spreading of urban development into areas adjoining the edge of a city. When urban developments such as houses and shopping centers spread to undeveloped land near a city.

Materials and Equipment Inconvenient Truth/Other video on Sustainability/Smart Growth preloaded If using a computer to show video clips you will need a projector. Materials for perfect city (cardboard, glue, tape, straws, popsicle sticks, toothpicks, construction paper, scissors, markers, clay or any other construction materials you may have.) Water/Cups Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~15 Minutes Revisit the design ideas discussed last week. Remind students of the concepts they thought of in the last class and let the students be creative by having them sketch out what the design could look like. Have students choose the parts of the design they like the best and see what they come up with on their sketches. Students will present the 2-3 highlights of their sketches after they are done. Set the Context and Review Agenda Time: 5 Minutes Today we will be learning about urban growth. Over time cities have grown and grown but often times cities grow too quickly for the people living there. Our society today is dealing with effects of this fast paced growth in various environmental ways. Today we are going to learn about how to build and develop our site with the environment in mind. Mission of the Day: Today you will leave the class with an understanding of which parts of our design will be green and allow for sustainable growth in the city. ACTIVITIES Time: 60 minutes ACTIVITY 1 Urban Growth 15 Minutes Preparation: Download/Rent video/video clip, prepare discussion questions Materials: TV/Projector Vocabulary: Sustainability, Resource, Smart Growth, Infrastructure, Ecosystem, Pollution, Urbanization, Urban Sprawl Begin with a discussion about cities in general. What do students know about cities? Ask students various questions: What are some things cities can offer? What do they provide? What problems can they create? What kind of environmental problems do cities create? Set students up for video clip While cities are the social, commercial, and community centers of our world, they can also cause a lot of problems. Not only is there poverty and traffic jams, but cities grow so quickly they often cant control and monitor themselves. Cities must be able to provide food, shelter and services to their inhabitants, but also must do so in a way that isnt harmful to the environment. Infrastructure (vocabulary word) must grow along with cities. That means that sewage systems, garbage collection, electricity and water systems must also develop as a city develops. Nevertheless, cities cause a whole bunch of wastethey leave trash on the streets and in the water and lead to pollution. Cities often overuse their materials and this is leading to something called global warming. Ask students what they know about global warming. Teach about global warming here and provide some facts. MOVIE CLIP: Al Gores movie or some other sustainable/urban growth movie clip We must figure out a way to keep on developing our cities while keeping mother nature safe and sound. It is imperative that we control our urban growth so it doesnt lead to future problems. Also mention that in the mayors letter it says that certain parts of our design must adhere to smart growth guidelines.

ACTIVITY 2

Green Thinking

20 Minutes

Preparation: Bring in list/pictures of 3-5 things to green a building/site. Pictures of original site Materials: Green materials if you have them (solar panels, piping, other household items that can green a
building etc.) Vocabulary: Legacy, smart-growth, sustainability, LEED Certified *Cameo Opportunity* If you know someone whos an expert in sustainable growth bring them in to talk to the students and present ideas. Briefly show students how the land was first used? Compare that to how it is used today. Has the site grown along with population growth? How has it changed? Explain to students that whatever they decide to build will create a legacy (vocab word) and the building will be there for years to come. Therefore, it is important that when we decide what to build, we keep in mind smart growth and sustainability and build our site with a green concept in mind. In order for the city to be able to continue to grow and improve, our design must be sustainable and not wasteful. It is also a requirement by the mayor that we build with these issues in mind. Talk about sustainable growth. What can we do to protect the environment? Focus on a few green building techniques and explain to students how these can save money, energy, etc. Bring in LEED Certification as a way to measure this in buildings. Pass around different green items and pictures. Ask students if they know what each thing is, and how it helps the environment. Have a brief discussion on each of the items. It may be helpful to come prepared with individual questions specific to each item. Bring in everyday household items (blue jeans, glass bottles) and see if the students can guess how these items are green, this will force them to be creative and will surprise them. There are plenty of video clips/articles to show the kids to help get them thinking about ways to green a home. Check out HGTV.com and 100khouse.com for examples. Bring back the plans/pictures/ideas from the previous week about different designs we might want to use for our site and begin discussing how we can make these greener. Ask students what they think of when they hear the word green, or environmentally sound. Start a discussion about what materials and methods constitute sustainable or smart growth and which materials do we think would work well on our site? Ask students what would look good? Would it work aesthetically as well as structurally? If students arent engaging in an active discussion, you can play a game of sell me something, where groups are assigned/formed and given a green item (solar panel, roof garden, recycled.) Students must come up with a reason why the group should choose their item and why it would look good and be helpful to the site.

ACTIVITY 3

The Perfect Site

25 Minutes

Preparation: Gather materials Materials: graph paper, blank paper, markers, pens, pencils, rulers Vocabulary: Blueprint, sustainability
Divide class into groups. Sticking with the theme of the day and bringing in the design element, have students construct their perfect site. They already have design ideas from previous classes as well as for the opening ritual, but now, we must work on greening the project. Students can use their earlier designs or start new ones, but they need to focus on how to make it sustainable and not

wasteful. What will your site look like? What will it include? Make sure they create their site with a plan for sustainable growth and how to solve environmental issues. Students will have materials such as cardboard, glue, tape, straws, popsicle sticks, toothpicks, construction paper, scissors, markers, etc to build their perfect sities. Give students time to draw their blueprint (previous vocab word) before they start building

ACTIVITY 4 Vocabulary Review Game If time remains, run a vocabulary review game. There was a ton of vocabulary today so it may be a good idea to have them think about all the different words discussed in the class. See appendix for choices. Closing & Teach Back Did we accomplish our mission? What parts of our design could urban to build with the idea of smart growth/sustainability in mind? green types of structures (solar panels, etc.) Clean Up Time: 10 Minutes potentially be green? Why is it What are examples of different Time: 5 Minutes

Apprenticeship Week 7

City Building Lesson 7 Money, Money, Money


Citizen Teacher/Team Leader: New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership *Cameo Opportunity* Budget management/construction workers Overview: Learning Objectives: By the end of the lesson, the students will: 1. Understand the money behind the project, how to stick to a budget and calculate profit 2. Finish the final blueprint for their model and include building materials Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Budget Introduction 10 Minutes 4. Building Materials 15 Minutes 5. Cost/Benefits 20 Minutes 6. Blueprint 25 Minutes 7. Closing and Teach Back 5 Minutes 8. Clean up 5 Minutes Preparation and Space Set up: Make visuals; see above Connect with Staff Lead for this activity Make worksheets Procure building materials Vocabulary Posted in the Classroom Budget- a sum of money allocated for a particular purpose; "the laboratory runs on a budget of a million a year" Profit- The positive gain from an investment or business operation after subtracting for all expenses. The opposite of a loss. (Profit= Revenue-Expenses Revenue- this is the total amount of money received by the company for goods sold or services provided during a certain time period Cost/Expense- the total spent for goods or services including money and time and labor Efficient- being effective without wasting time or effort or expense Materials and Equipment Budget Worksheet Pieces of building materials Poster Boards Water/Cups Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~15 Minutes If you had $200 and could only bring 10 items to a deserted beach what would you bring? You dont know how long you are going to be stuck there, what will you bring? Oryou are going on a weeklong camping trip and you only have $300, you can only fit 10 things in your back pack, what will you take? These two situations will help students begin to think about a budget and making difficult choices. Think about what dollar amounts would make sense for your students.

Set the Context and Review Agenda Time: 5 Minutes Visual agenda for students. Today will be a day filled with lots of different things. First we are going to talk about our budget and how to make sure that we arent spending too much money so that we can make a profit. We are also going to finish our final blueprints so we are ready to begin building all next class. Mission of the Day: Todays mission is to finish our final blueprint and label it according to budget and material restrictions. Time: 60 minutes Time: MIN Activity 1-3: ACTIVITY 1 Introduction to Budget 10 Minutes Preparation: Compile building materials. Prepare questions for discussion Materials: Vocabulary: Budget, Profit, Cost, Benefits, Expenses, Revenue Introduce the vocabulary words here. Explain that money is a large part of this whole thing. As developers, we want to make a profit, so we need to make sure we keep track of our costs. This also means that we cant do everything we might want to, and have to make choices on what our building is going to look like. Go over the remaining vocabulary words and talk about their importance. *Cameo Opportunity* You can bring in the person managing a project or in charge of budgeting at a company. They can help you explain the importance of sticking to a budget and planning out your ideas before you start building too quickly. Remember to share their career path and how they got to where they were. College, Graduate school, etc. ACTIVITY 2 Building Materials 15 Minutes Preparation: Prepare questions for material discussion. Put together bingo sheet (see appendix) Materials: Various pieces of building material (brick, wood, plaster, glass, etc.) Vocabulary: Efficient Bring in various pieces of building materials and show students how buildings can be made from different things. Ask students what they think the pros and cons of different materials are. Begin a mini-discussion about the different materials we can use to build. For example: While more expensive, windows mean you need to use less money on light.) Have the students complete a matching sheet/bingo game (see appendix) with the pros and cons of each material. Each student will have a sheet with a building material on it. The TL/CT will read off a positive or negative of a particular building material and the students will be able to mark off that material if they can find it. Lead a discussion after the completion of this worksheet on what materials we are going to use for different parts of the site. *Cameo Opportunity* You could bring in someone from a construction team to help you talk about materials and why they prefer certain materials over other ones. ACTIVITIES

ACTIVITY 3 Cost Worksheet 20 Minutes Preparation: Put together and print cost worksheet (see appendix for examples) and questions for budget work Materials: Cost/Benefit worksheet Vocabulary: costs, benefits, expense, revenue, profit. In groups, have students fill out a cost/return worksheet. (see appendix for examples) How much do different materials cost? How much do we have to pay the builders? How much profit are we going to make from renting? Have students fill in the blanks and compute how much profit we will make. This will also help make sure that we dont go over budget.

ACTIVITY 4 Blueprint 25 Minutes Preparation: Compile all blueprints/drafts from previous weeks. Materials: Sample blue print, graph paper, poster board, rulers, pens, pencils, markers, tape, string Vocabulary: Blueprint Using what we decided from previous weeks, today we will construct our final blueprint. Break students into different groups depending on what part of the site they want to work on. It will be helpful to think of these groups before hand to make sure students can work well with each other. Use your staff support for help in forming these groups. In the individual groups, have students sketch out their blueprint with pencil. Remind students that this blueprint will be part of the wow and should represent quality hard work. Explain to students that they must label the parts of the blueprint so that if another group needs to build it they will understand. Have the students mark out what materials will be used in different parts of the design, and make sure it adheres to the mayors qualifications, or whatever standards rubric you set up in the beginning. Once blueprints are finished have the students think about what materials they need to build their models so that we can get it for next week. If time remains start working on models.

Closing & Teach Back Time: 5 Minutes Ask students what they learned today. What do their plans look like? What materials are good for the environment? What materials are more expensive than the others? Why is it important to stay within the budget? What are profits? Also its a good idea to give students a preview of the materials theyll be using the next week to work on their model. Clean Up Time: 5 Minutes

Apprenticeship Week 8

City Building Lesson 8 Development Model Building


Citizen Teacher/Team Leader: New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership *Cameo Opportunity* Perfect opportunity to invite architects back to help with model work. Overview: Learning Objectives: By the end of the lesson, the students will: 1. Have almost completed their models 2. Practice oral presentation skills and techniques Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Model Work 60 Minutes 4. Oral Presentation Practice During Model Work 5. Closing and Teach Back 10 Minutes 6. Clean up 5 Minutes Preparation and Space Set up: Make visuals; see above Connect with Staff Lead for this activity Bring materials for model work Since this is a very hands-on class, it might help to bring in colleagues or friends to have more hands on deck assisting students Vocabulary

Materials and Equipment Model Materials WOW Permission Slips Water/Cups Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~15 Minutes What makes a good oral presentation? Show video clips of good and awful speeches/debates that use excellent public speaking techniques. In between each clip have students quickly say why or why not it was good public speaking. After the quick discussion have students come up to the classroom and give a good mini-speech. It can be about anything they wantfavorite sport, thing do to in the summer, place to go, anything, but they must speak for an entire minute. Debrief. Reviewing 5 tips for strong presentations. Make a list on visual so you can save for next weeks practice. Set the Context and Review Agenda Time: 5 Minutes Visual agenda for students. Our WOW is about 2 weeks away and were going to be spending today working on the model of our design and practicing our oral presentation skills. Weve prepared some materials and will need your groups to put our blueprint ideas into a 3D visual display, just like how real architects do. While youre working on that well be walking around to help you and also ask you questions about the parts youre working on to practice explaining our ideas and why we decided on this design. The Mission of the Day is to practice good presentation techniques and begin to create models. ACTIVITIES Time: 60 minutes Time: MIN Activity 1-2 are simultaneous: ACTIVITY 1 Model Work 60 Minutes Preparation: Secure materials. Set up work stations to facilitate student work. Materials: Cardboard, poster board, glue, tape, markers, pens, pipe cleaners, texture pieces, etc. (any other materials students may want or you have available to bring in) By this point, students should know what their design is and now its time to put it into a 3D model form. Divide the group by different parts of the project and have each small group work on a part of the model. One group can also work on writing up a description of what the design is and why the class came to this decision. This can help facilitate what speaking parts different team members will take on. Have one CT work individually with a group of students on writing the description of what the students decided while other CTs and TL help students with models. We want to basically be finished with the models by the end of the day today, so it is important to prepare and bring all the materials needed. ACTIVITY 2 Oral Presentation Practice (during Model Work) While one citizen teacher walks around the classroom, he or she should pause students in their work, and have them quickly tell you what it is they are doing. Ask them to point on the model to explain different things and locations. Ask them probing questions about what the design is and why they may have gone with that design over another. Cost considerations? Feasibility considerations? Was it what the community wanted most? Who will benefit from this design? Why decide to put the ice skating rink over here rather than somewhere else? You can explain to them that these are some of the questions theyre likely to get at the wow. Make sure to rotate around the classroom while the other groups keep working. If a student doesnt have an answer, ask if there is someone else in the group who can help them and share an idea. While you speak with students, jot down notes about which aspects of the project description different students did particularly well as it will help you assign students to different parts of the presentation.

Closing & Teach Back Time: 10 Minutes What did you learn about model-building today? How did it feel to explain what we did and why we decided to do it to others? What are some good techniques for public speaking & explaining yourself to an audience? What questions do you think our guests will ask us at the WOW? Its a good idea to share some of the expectations for the WOW as well so students feel comfortable knowing exactly how long theyll be speaking for, that both the expert judges and their families will be able to see their work (separately), etc. Clean Up Time: 5 Minutes

Apprenticeship Week 9

City Building Lesson 9 Model Construction & WOW practice


Citizen Teacher/Team Leader:

New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Overview: Learning Objectives: By the end of the lesson, the students will: 1. Finish models 2. Practice their presentation with a real audience Agenda based on the lesson plan. Post in the room for the students to see. 1. Review Agenda and Set Context 5 Minutes 2. Model Work 40 Minutes 3. Practice, Practice, Practice 15 Minutes 4. Dress Rehearsal 15 Minutes 5. WOW Talk 10 Minutes 6. Closing and Teach Back 5 Minutes 7. Clean up Preparation and Space Set up: Make visuals; see above Connect with Staff Lead for this activity Speak to Co-workers about visiting for 15-20 minutes for presentation Materials and Equipment Model materials Extra permission slips Water/Cups Visuals

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~10 Minutes If you have the option, have this class off campus at your firm, or bring in other Real Estate Developers you work with. If off campus,. for the opening ritual have your co-workers introduce themselves and tell what they do and how they got there (career connections). If on campus, invite your guests for the second half of the day and have students get right into model building. Set the Context and Review Agenda Time: 5 Minutes Visual agenda for students. Today is the last class before the WOW! (most likely) We have the chance today to finish our model work and do a final run-through of everything and make sure that we are ready for the WOW. Remind them about the expectations and remind them about the agenda for the day of the WOW. Tell them to treat today like a mini-wow as it is going to be great practice for the real thing. Mission of the Day: Finish the model & practice, practice, practice for the WOW! Leave class feeling comfortable about the WOW next week. ACTIVITIES Time: 60 minutes Time: MIN Activity 1-4: ACTIVITY 1 Model Finishing 20 Minutes Preparation: Secure materials Materials: Cardboard, poster board, glue, tape, markers, pens (any other materials students may want) Today we have the opportunity to put the finishing touches on our models. Make sure that everything is where it should be and labeled correctly. While students are working, ask them questions about different parts of their model to make sure they understand the various points and concepts they have in front of them. Ask them what questions they think people might ask them, and how to go about answering them Finish Models! ACTIVITY 2 Practice, Practice, Practice 30 Minutes Preparation: Have worked out with your co-Citizen Teachers which students will say which parts of the presentation, ideally pulling from their own interests and strengths youve seen throughout the semester and in the ways they talk about the project. Come with a work-sheet that they can fill in to help them frame their remarks. Giving them a blank page may make them nervous, so having some fill in the blanks can be a big step in having a productive presentation planning session. And being prepared with which students will do which parts of the presentation will facilitate this as well. In individual groups, have students write down what they plan to say on the worksheets Then they should practice reading out loud their presentation until they dont need to read so much and can do more of it from memory. Then they should practice with a partner or in the small group. After a few rounds of small group practice, bring it back to the larger group. Ask students to remind you what good public speaking looks like and what we should be doing when we go to the front. Have groups present their material to the rest of the class. After each group goes, ask the rest of the class to respond with 3 positive things they did, and 1 or 2 things they should work on for the next round of practice. For example: What the group did really well was that he spoke very clearly, and you could tell they knew all about the different aspects of his design. Also, all the members of the group participated and thats really good. Maybe next time they could work on using more eye contact and not playing with their hands too much. It was a little distracting when he was playing with the paper.

ACTIVITY 3

Dress Rehearsal

15 Minutes

No Preparation, Materials, or Vocabulary needed


Now, we are going to have a mini-wow! I know we have been doing a lot of practice today, but I want to make sure that we are ready to WOW the judges at the real wow, so I set up a mini-wow for us to practice. Invite co-workers back into the room (or after the introductions if the havent been in yet) and explain to them that they are going to be a judges for the practice. Have students go through their presentations in front of our real audience WOW Expectations/Reminders 5 Minutes

ACTIVITY 4

No Preparation, Materials, or Vocabulary needed


Remind students of the details of the WOW and get them revved up. Theyve worked hard all semester and nows the time when they get to show everyone what they learned! Remind to bring back permission slips and let students know that they should treat this like a real presentation and get dressed up. Calm nerves, answer their questions and let them know that youre very proud of them and theyre ready to go!

Closing & Teach Back Time: 5 Minutes What are the students excited for about the WOW! What are they nervous about? How can they help each other. What skills should they remember when giving their presentation (eye contact, dont read the paper straight through, point at something in the model that you refer to, etc.)? Have them practice their order in a count-off so they know whos going after who. Clean Up

Apprenticeship Week 10

City Building Week 10 Reflect and Celebrate after the WOW


Citizen Teacher/Team Leader: New Basic Skills: Oral Presentation, Advanced Literacy Citizen Schools Values: Teamwork, Leadership Overview: Learning Objectives: By the end of the lesson, the students will: 1. Be able to think back about everything they have done and learn how to write a reflection 2. Be able to celebrate their hard work and success Agenda based on the lesson plan. Post in the room for the students to see. 1. Opening Ritual: Snowball Fight 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Reflection 15 Minutes 4. Share Reflections 15 Minutes 5. Celebration 30 Minutes 6. Closing and Teach Back 10 Minutes 7. Clean up 5 Minutes Preparation and Space Set up: Make visuals; see above Connect with Staff Lead for this activity Prepare celebratory food Vocabulary Reflection: Materials and Equipment Lined paper or copies of Reflection Prompt (what you learned, your favorite part, what you would change, add) Scrap paper for snowball fight Pens/Pencils Water/Cups Celebration Food Visuals Stars Step Up/Detention Slips

Planning the Lesson- 75 Minutes


Opening Ritual Time: ~10 Minutes SNOWBALL FIGHT! Each student will be given three sheets of scrap paper and a pen. On each sheet they must write one thing they learned, their favorite part of the apprenticeship, how this apprenticeship will help them in the future etc. Give students 5 minutes to write out their answers. Once everyone has written something, have students crumple up their scrap paper into balls. And when team leader says go, students start throwing the paper at each other, like a snowball fight. After a few minutes of organized chaos call a stop to the game. Have students pick up the pieces of paper and one by one have students read out one of the comments on the sheet of paper to the class.. This allows for anonymous sharing and participation by all. Set the Context and Review Agenda Time: 5 Minutes Today is a little less structured than most days and is really a chance for the Citizen Teachers and apprentices to celebrate their hard work and success over the past ten weeks. Nevertheless explain to students that they will be doing some reflection today, and the snowball fight was a chance for them to get their brains thinking about what they have done this semester. After the reflections we will celebrate the students hard work with (pizza, ice cream, cookies, etc.) ACTIVITIES Time: 60 minutes

Time: MIN Activity 1-3: ACTIVITY 1 Reflection Writing 15 Minutes Ask students what is a reflection? A reflection is when you think back to the beginning of the apprenticeship and think about all the different things you have learned. Its a great chance to see how you have grown as a student and a person and remember how much you have done. Hand out pens/pencils and sheet of lined paper/ reflection prompt (attached) ACTIVITY 2 Sharebacks 20 Minutes Have students, using the presentation skills theyve learned this semester share in front of the class their reflections and discuss them. Collect reflections after they present. ACTIVITY 3 Celebration & Value Star Awards 25 Minutes Now its time to celebrate all your hard work. Order pizza/buy cake/cookies and have a fun celebration with your students. If there is an ice cream store nearby take your students to get ice cream or make sundaes in the classroom Bring some board games, hang out, have some fun, and dont forget to take a team picture. This is also a great week to give out awards to your students for the values and achievement theyve demonstrated throughout the apprenticeship. Closing & Teach Back Time: 10 Minutes Last class ladies and gentlemen, any final teachbacks or moments students would like to share? Final closing will be brief. Make sure to say bye to students and exchange information if you want to keep in touch. Clean Up Time: 5 Minutes Make sure the classroom is left as we found it.

Appendix Table of Contents: Sample Handouts for Lesson Plan Activities (See MS Word and PowerPoint Attachments) Week 1: Types of Real Estate PowerPoint Favorite Places in the City PowerPoint Real Estate Matching Game Kid Friendly Blueprints Week 2: Mayors Letter Stacking Plan Week 3: Aerials Week 4: Scavenger Hunt for Site Visit Site Exploration Worksheet Interview Worksheet Week 5: none Week 6: none Week 7: Building materials bingo game Cost Worksheet Ideas Week 8: none Week 9: none Week 10: none

Activities Table of Contents: Menu of Hands-on Activities to Build & Reinforce Skills (See Activities Listings Below) Name Games People Bingo M and M or Starburst Game Shoe Grab Teambuilding Activities Direct Me Balloon Juggle Hoola-Hoop Circle Beat the Staff Zen Counting Human Knot Pass the Pen Cap Budget Activities: If I had a million dollars Stranded on an Island Vocabulary Games/Review Jeopardy Family Feud Pictionary Oral Presentation Activities Index Cards with Numbers If I had a Million Dollars Emotions Sell me Something Show me your Hands Presentation Pitfalls Two Truths a Lie Design Activities Design Your Perfect Home Make a Blueprint of your Room/Home Sim City Google Sketch Up (great way for students to make 3D models on the computer that can be shown at the WOW. Perfect for students who have trouble drawing.)

Name Games: People Bingo: This is a great introduction name and teambuilder game. Construct a sheet with various statements on it (this person has an older sister, this person likes pizza, this person owns a library card) and students must walk around the class and find a different person to fill in each square. First person to fill all the squares with a peers signature wins! M and M or Starburst Game: Pass out a few starbursts or M and Ms, but instruct students not to eat them yet. For each starburst or M and M students must answer a different question based on the color of the candy. (For each yellow piece of candy, students must say one thing they like to do on the weekend.) A variation on the game is the Toilet Paper Game. Tell students to pretend theyre going on a camping trip. Pass a roll of toilet paper around the group and instruct students to take as much toilet paper as they will need for the weekend. For each sheet of toilet paper students must say one thing about themselves. Shoe Grab: Place students in a circle and count off by 2s. The 1s must take off one sneaker and throw it in the middle. The 2s must go and find a sneaker of a person they dont know. Give students 5 minutes to talk to their new partner (you can have a set of questions you want them to talk about) and afterwards people must present to the group what they learned. Teambuilding Activities: Direct Me: Fun teambuilding game where the staff hides something in the classroom. One student is chosen to find the object and is blindfolded. It is up to the students to direct the blindfolded student towards the objects. Only one command at a time can be given. Balloon Juggle: Students must stand in a circle and hold hands (wrists if they dont want to hold hands) and are given one balloon. The only rules of the game is that the balloons must be passed along the circle from one person to the next, you cant touch it twice in a row, and the balloon cant hit the floor. If you break one of the rules, you lose the ability to use one body part to pass the balloon along. Hoola-Hoop circle: Start with students in a circle holding hands. Have one student start with a hoola hoop (place it over the hands of two students). Students must pass the hoola-hoop over and through their bodies to the person next to them, and keep on going. If they can master this, add another hoola-hoop and start it going the other direction so eventually it will meet. Beat the Staff: various activities where the students compete in different events against staff members. These activities can promote team-building among apprentices. Events can include timed trivia contests, pictionary, relay races, and physical challenges (push ups, hoola hoops, etc.)

Zen Counting: This is a great game for waiting or walking time. The group needs to say the numbers 1-15 in sequential order. No person can speak more than once in a row, and if two people speak at once, you need to start again at 1. Everyone must say at least 1 number. Human Knot: A team builder classic. Have the team form a circle and put their right hands in the middle. They must reach across, and grasp the hand of someone not standing directly next to them. Do the same with left hands. Now, untangle, without letting go. Pass the pen cap (chalk): The group sits in a circle. One person leaves the circle and covers their eyes. A pen cap (or other small object like chalk) is handed from person to person around the circle, as hidden as possible. Other people around the circle also pretend to pass something to fool the person who was out of the room. When the person re-joins the circle, she has 3 guesses as to where the pen cap is. Budget Activities: If I had a million dollars: Give students 2-3 minutes to think about what they would do If they had one million dollars. Where would you go? What would you do? Have each student stand up and give a 1-2 minute presentation on how to spend their $1 Million. This activity asks students to consider what they would purchase if they had one million dollars. It requires students to be creative as well as weigh potential costs and benefits of different items. Stranded on Island: Imagine you have been stranded on a island in the middle of nowhere. However, you were lucky enough to pack 10 things before your trip. Nobody knows where you are, but theyre looking for you! Give students a few minutes to think about what they would want to bring with them to help them survive on their deserted island. Students will then present and explain why they chose the items they did. Give students a price limit so they begin to think about budgeting money. What would you buy or do differently if you had $100, $500, $5000. Vocabulary Games/Review: Jeopardy: In this TV classic, set up categories of different areas of Real Estate. As students select a category and a value, read off the definition of a vocabulary word and students have to guess the correct term. As values go up the degree of difficulty should also go up. Family Feud: In this TV classic, set up categories of different areas of Real Estate. Two students can come up to the front of the class where a question is read. The first person to answer correctly has the option to pass or play. If they play, they must answer some follow up questions using vocabulary terms or other key concepts.

Pictionary: In this activity, students are put into two teams, where they must pick from a hat and attempt to draw their selected word. Their teammates must guess the word while the other team remains silent. Oral Presentation Activities: Index cards with numbers: This game is good to help practice eye-contact. Randomly give each student an index card or stickie with a number on it. (use as many numbers as students and CTs are in the class. Students will then hold their card in front of their nose so everybody can see. While giving their presentation, the speaker must find the cards in order and engage in eye-contact with the card holder for 3-4 seconds before trying to find the next card. If I had a million dollars: Give students 2-3 minutes to think about what they would do If they had one million dollars. Where would you go? What would you do? Have each student stand up and give a 1-2 minute presentation on how to spend their $1 Million. This activity asks students to consider what they would purchase if they had one million dollars. It requires students to be creative as well as weigh potential costs and benefits of different items. Emotions: Write various emotions and feelings on index cards (happy, sad, angry) and have students chose a card. They must put together a presentation or read from something in the emotion they have chosen. Sell me something: This is a game to practice making convincing arguments and engaging with an audience. Pick various items from the classroom or from home and have students spend 2 minutes thinking of something other than its current use the object could be used for. After a few minutes students must come and try to sell their new item and make a convincing argument. For example a bottle cap could be sold as a replacement button. Show me your hands: This game is used to help practice eye-contact and is similar to the index card game. Instead of index cards, use your hands. Participants in the crowd will raise their arms and put both their hands above their heads. The speaker must look at each hand for 2-3 seconds before moving onto another hand. Once your hand has been looked at, you put it down. This will help the speaker see who have they made eye-contact with and who they havent. Presentation pitfalls: A fun oral presentation game where students are given index cards with poor presentation techniques exemplified. Have students stand in front of the class and give a presentation using their awful technique and see if students can guess what their classmate did wrong. Two Truths and a Lie: Students must come up to the front of the class and say two truths about themselves and one lie. The rest of the class must vote on which they think the truths and the lies are. CTs can play too. Good introduction game to have kids get to know each other too.

Design Activities: Design your perfect home: What is your ultimate dream home? Imagine you are on an episode of cribs and your house could have whatever it wanted? What would it look like? Where would it be? How many rooms? How many floors? A pool? Have students draw a blueprint or picture of their perfect home and make sure they label all the different parts of it. Make a blueprint of your room/home: This is a good activity to help students understand how to make a good blueprint. Have students picture their room, or their entire house if they want a challenge and have them draw out a scaled-down model. Encourage them to include absolutely everything they have in their room.

Week 1 Activity 3 Sample Blueprints

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QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture.

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Building Materials

Building Materials
Brick Cement Windows drywall Slate Wood Plaster Insulation Tar Nails Glue Paint Tape Screws Caulk

Sample Building Materials Bingo Sheet (Week 7 Activity 2)

Brick- this material is Ce e Cement- this material is s ae a s Glass- this material provides light which can cut down electricity costs Drywall- this material Slate Slate- this material-material Wood- this material is less exspensive but needs to be replaced sooner Plaster Insulation- this material is used to keep your house warm Tar- this material is used on the roof to keep rain out Nails- this material is used to keep things together but can get rusty GlueGlue this material is used to keep things together but can get weaker Paint- this material is used to make things pretty Tape ScrewsScrews this material is used to Caulk- this material is

CITIZEN SCHOOLS SULLIVAN SQUARE REDEVELOPMENT PROJECT CONSTRUCTION WORKSHEET


BUILDING TYPE: RESIDENTIAL

STEP ONE: MATERIAL SELECTION & PRICING Option I Option II Option III

Exterior Faade Material (Circle One) Steel (with LOTS of Glass) Brick Concrete

STEP TWO: DETERMINE THE TOTAL PRICE PER SQUARE FOOT)

TOTAL PSF:

STEP THREE: DETERMINE YOU TOTAL BUILDING SQUARE FOOTAGE TOTAL SF:

STEP FOUR: DETERMINE TOTAL PROJECT COST

x TOTAL PROJECT COST

STEP FIVE RESIDENTIAL PROJECT COST COMMERCIAL/RETAIL PROJECT COST MBTA STATION PROJECT COST + TOTAL SULLIVAN SQUARE COST:

WELCOME TO THE HUB: My Favorite Places in Boston!

Fenway Park y

Charles River

John Hancock Building

Pizza Regina

Fleetcenter

Boston Common

Week 4 Activity 2 Sample Interview Questions (used with permission from Jones Lang LaSalle)

Names:

Check Point #1 T STATION ENTRANCE

Interview 1.
Where do you live?

Why did you come here today?

Interview 2.
Where do you live?

Why did you come here today?

Interview 3.
Where do you live?

Why did you come here today?

Check Point #2 CITY HALL ENTRANCE

Interview 1.
What are you doing here?

How often do you come here?

Interview 2.
What are you doing here?

How often do you come here?

Interview 3.
What are you doing here?

How often do you come here?

Check Point #3 FANEUIL HALL ENTRANCE

Interview 1.
Are you From Boston?

What DO you like about Government Center / Faneuil Hall?

What DONT you like about Government Center / Faneuil Hall?

Interview 2.
Are you From Boston?

What DO you like about Government Center / Faneuil Hall?

What DONT you like about Government Center / Faneuil Hall?

Interview 3.
Are you From Boston?

What DO you like about Government Center / Faneuil Hall?

What DONT you like about Government Center / Faneuil Hall?

Check Point #4 CENTRAL PLAZA

Interview 1.
What else would you like to have here?

How would you change this space?

Interview 2.
What else would you like to have here?

How would you change this space?

Interview 3.
What else would you like to have here?

How would you change this space?

DEVELOPER OBSERVATION NOTES:

SKETCH AREA:

Commercial

Residential

Mixed Use

Industrial/Office

Commercial

Residential

Mixed Use

Industrial/Office

Week 2 Activity 2 Sample Letter from Mayor (used with permission from Jones Lang LaSalle)

The (name of school) Developers c/o (put your company name here) (your current address) Boston, MA 02109 Subject: Redevelopment of ______________________ Dear (name of school) Developers: The City of ___________ needs your help! As many of you know, Bostons Government Center has been the home of Bostons city employees since its City Halls completion in 1968. With the rising cost of real estate, I have decided that our Government Center location is no longer the best place for City Hall. With that, I have decided to relocate our headquarters just a mile away to Four Point Chanel. With city offices and employees vacating this site, we will be leaving behind an old office building and expansive open brick space. The majority of citizens do not like the current design of the city hall building and feel the Government Center is highly under utilized site. Im writing to you, the Edison Developers, to invite your team to prepare and submit a new master plan for Government Center. Your submission will then be presented by my colleagues at Jones Lang LaSalle for review. If they like it, you will WIN and your master plan for Government Center could become a reality! While crafting this new plan, keep in mind that you will need to abide by some of my requirements: 1. 2. The plan must meet the City of Bostons Zoning Code. The plan must abide by the Massachusetts Historical Commission (MHC) mandate for City Hall. MHC requires that at least 50% of the exterior faade be salvaged. The plan must reflect the needs of the public. Your presentation must show that you reached out to the public and meet their demands. The plan must include Green Design or LEED Certified Buildings as mandated in article 37 of the Boston Zoning Code.

3.

4.

The final requirement is one that is very important to me. Boston was recently ranked 6th in the nation for sustainability a wonderful achievement for our great city. With the redevelopment of our central hub, Government Center, I persuade you to incorporate the most current green technology available. Good Luck (school name) Developers and we look forward to the feedback (your company gives on your final presentation to them at the WOW in December! Sincerely yours, Mayor ________

*Used with permission from the apprenticeship team of Jones Lang LaSalle

Reflection Prompt: You have officially been in the City Building Apprenticeship for 10 weeks. You have done so much and learned a lot too! What did you know about real estate development before? What do you know after? What have you learned? How do you think this will help you in the future? Is there anything you learned in this apprenticeship that will help you in your other classes? Outside of school? What job do you most see yourself doing in the real estate development sector? Why? What was your favorite part of the apprenticeship? Your least favorite? Which activities did you like? What will stick with you for the rest of the year? Take a few minutes to think before you start writing. This is a free-write so feel free to answer as many questions as you want. This is your chance to reflect and think back about everything you have done during this apprenticeship.

Sample Stacking Plan (Week 2 Activity 2)

Scavenger Hunt

Week 4 Activity 1 Sample Scavenger Hunt for Trip to Site

***The pair with the most points will win the Scavenger Hunt*** Item
Residential Building Tally: Retail building Tally: What types? Commercial Building Tally: Mixed Use Tally: What were the two types of use? BONUS POINTS Red Sox Gear (Hat or Shirt) Tally: Yankees Gear (Hat or Shirt) Tally: 5 Celtics Gear ( Hat or Shirt) Tally: 1 point for each .25 points for each 2 points for each building 1 Point for Office .5 point for each

Points

Your Points

3 Point for Apartments/Condos 5 Points for Hotel

5 points for each

Citizens School 'Raise the Roof' Apprenticeship


North Point - Sierra Building Facts:
Building has 100 Condo Units (apartments). The total cost to build the building is $40,000,000. Developer wants a profit of 10% (over cost of building).

QUESTION 1
How much money does the developer need to make to earn a 10% profit? This number will be the building's Revenue .

Division

Addition

Cost to build

Total Cost

10

Percent Profit

Total Profit

TOTAL Profit

Total Revenue

QUESTION 2
We will get our revenue from by selling the units in the building. What price do we need to sell the units for in order to earn our revenue? In other words, what is our Price per Unit?
Division

Total Revenue

100

Number of Units

Price per Unit

BONUS

Increase 1)

2) What are two things that could happen to INCREASE our profit? What are two things that could DECREASE our profit? Decrease 1) 2)

Week 4 Activity 1 Sample Site Exploration Worksheet Citizen Schools Real Estate Development Apprenticeship Name: ___________________

Site Assessment & Evaluation Exercise

ReminderMission of the Day: Get good, helpful information from our interviews and

explore the site fully.


I. Exterior Observations 1. What does the site look like? Do you like the design? What would you do to make it look better? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

2. What materials do you see used here? What about the materials used in buildings surrounding the site? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

3. How does the Structure interact with the buildings and space around it? Is there open space? If so, are people utilizing this space? How are they using it? Are there buildings around the station? If so, what type of buildings? Is the area busy? What types of people do you see around the site? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. Is there parking near by? Does the area need it? What other kinds of transportation do you see? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. What kind of people do you see walking around the area? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ II. Interior Observations 1) What does the interior space look like? What kind of design is it? Does it look new or old? What things would you do to improve the design of inside? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2) How are people using the space inside? (remember, you are a customer too!) Are people walking around? Is there some place to eat? What are the people doing inside the building? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

3) How is the space lighting? Bright enough? Does it seem safe? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4) Is the space clean? What could you do to improve the quality of the cleanliness? Use better materials? Is it loud inside? Quiet? Hot or cold? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

5) What is the first thing you notice when you leave the site? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6) Anything else? ____________________________________________________________________________ ____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

III: Draw a quick sketch of the building Interior and Exterior if you think it might help.

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What are the different types of Real Estate?

There are Many Different Types of Real Estate

Residential (Houses, Apartments)

Commercial

Mixed Use (Commercial and Residential)

Office

Industrial

Institutional (show picture of their school)

Federal Building Access g

Plaza City C Hall Entrance

Fanueil Hall Access

MBTA - Govt Ctr. (Green Line)

Plaza

City Hall Entrance

T-Station (MBTA Green Line)

Citizen School Meeting Spot

Faneuil Hall/ Quincy Mrkt Place Access

Plaza

City Hall Entrance

MBTA - Govt Ctr. (Green Line)

Fanueil Hall/Quincy Mrktplace Access