Extension/ expansion 1 Have the learners fill in the missing parts in the Have two higher level learners visit the class and Readers’ Theatre dialog between Ms. Lee and read the Readers’ Theatre dialog. Have learners talk Handout: Mr. Price. In higher level classes, have them write about Mr. Price’s suggestions. Do they agree? What Readers’ Theatre a complete readers’ theatre dialog for the else could Ms. Lee do? conversation, without any scaffolds. Show learners how to use the Search function on Consumer.gov. Have them search on key terms from the Your Credit History section to see what other information the site provides about them. Have them report on what they found and where they found it. Extension / expansion 2 Have learners add the information they have Work with learners in the whole group to add the gained about job scams and scammers to their information they have gained about job scams and individual copies of the Credit History and Credit scammers to the class master copy of Credit History Reporting worksheet. Then have them work in and Credit Reporting. If learners are able, have them pairs to compare answers. copy this information to individual copies of the Review answers in the whole group to ensure worksheet. that all have developed comprehensive Use the information that has been added to the understanding. chart so far as the basis for discussion of similarities Use the information that has been added to the and differences. chart so far as the basis for discussion of similarities and differences. Distribute the sheet and have learners Distribute the sheet and have learners Assessment Two by Two Two by Two complete it individually. complete it individually. Handout: Discuss answers in the whole group. Talk about Discuss answers in the whole group. Talk about how Two by Two how learners could obtain answers to the learners could obtain answers to the questions they questions they still have. Use the sheet as the basis still have. Use the sheet as the basis for an oral for an oral discussion of new knowledge and discussion of new knowledge and ongoing ongoing questions. The sheet can also be used at questions. The sheet can also be used at the the beginning of the next lesson to review beginning of the next lesson to review information, information, answer questions, and serve as part answer questions, and serve as part of the of the introduction to the next lesson. introduction to the next lesson.
Extension/ expansion 1 Handout: Readers’ Theatre Have the learners fill in the missing parts in the Readers’ Theatre dialog between Ms. Lee and Mr. Price. In higher level classes, have them write a complete readers’ theatre dialog for the conversation, without any scaffolds. Show learners how to use the Search function on Consumer.gov. Have them search on key terms from the Your Credit History section to see what other information the site provides about them. Have them report on what they found and where they found it. Have two higher level learners visit the class and read the Readers’ Theatre dialog. Have learners talk about Mr. Price’s suggestions. Do they agree? What else could Ms. Lee do? Extension / expansion 2 Have learners add the information they have gained about job scams and scammers to their individual copies of the Credit History and Credit Reporting worksheet. Then have them work in pairs to compare answers. Review answers in the whole group to ensure that all have developed comprehensive understanding. Use the information that has been added to the chart so far as the basis for discussion of similarities and differences. Work with learners in the whole group to add the information they have gained about job scams and scammers to the class master copy of Credit History and Credit Reporting. If learners are able, have them copy this information to individual copies of the worksheet. Use the information that has been added to the chart so far as the basis for discussion of similarities and differences. Assessment Handout: Two by Two Distribute the Two by Two sheet and have learners complete it individually. Discuss answers in the whole group. Talk about how learners could obtain answers to the questions they still have. Use the sheet as the basis for an oral discussion of new knowledge and ongoing questions. The sheet can also be used at the beginning of the next lesson to review information, answer questions, and serve as part of the introduction to the next lesson. Distribute the Two by Two sheet and have learners complete it individually. Discuss answers in the whole group. Talk about how learners could obtain answers to the questions they still have. Use the sheet as the basis for an oral discussion of new knowledge and ongoing questions. The sheet can also be used at the beginning of the next lesson to review information, answer questions, and serve as part of the introduction to the next lesson.