Goal: Teens will better understand what they need to do to find an apartment.

Materials: pencils, 3x5 cards or sheets of paper, flip chart or blackboard.

Explanation: Your goal in the following lesson is to get the teens in your group to identify and discuss the information in Scott’s story. That way they will be able to tell it to each other, rather than you presenting it to them. On the next page we’ve listed the key suggestion that Scott makes in each section. Before teaching the lesson you may want to read the article and highlight his suggestions. Keep your highlighted copy with you as your own crib sheet so as you talk to the students you can prompt them to look for the items listed on the next page.

Lesson

Divide your class into teams. This can be flexible, based on the number of teens in the class. The article is divided into 9 sections. If you have 18 or more students, you can assign two or more to read each section. If you have 9 students, each can take a section. If you have just a few students, you could assign each of them a couple sections, and you could take one or two sections yourself.

Tell the students that Scott Burke is 19 and has lived everywhere from psychiatric lockdowns to an independent living apartment. He knows what it takes to get and keep an apartment, and in this story he shares his hard-earned knowledge. He has written a crib sheet to getting an apartment. (Ask the students what a crib sheet is; someone should say that it’s like a summary of the key points you need to know.)

His “crib sheet” is divided into 9 sections. In most of the sections, he gives several pieces of advice (as many as five). Tell the students to read their section and write down each piece of advice he gives. (You may want to take one section for yourself and use it as an example for the whole group.)

Reading and Making Lists (10-15 minutes): Tell the teens they have 10 minutes read their section and make a list of the advice that Scott gives. (Note: for sections 4, 8, and 9 there are only one or two pieces of advice. See the suggestions on the next page for how to encourage the teens who have those sections to create their lists.)

Many of the teens will probably have trouble picking out the specific suggestions, so as they’re working on this walk around the room and give them hints and suggestions.

Recording and Group Discussion (20-40 minutes):

When the students are done (or time is up), ask them to stop. On the board or flip chart write the first heading, “Plan Ahead.” Ask the team that had that section to give you their list of Scott’s suggestions. Write them on the flip chart. If they’ve missed some, you can ask if they’d like to include them. (It’s OK for the teens to debate whether something should be included, and it’s OK not to include everything.)

When the list is done, ask the teens if they agree with Scott: Are these things that people should do? Would they add anything? Which item do they think is most important? Are any of the items too hard or unrealistic?

Proceed through the story, putting each heading on the flip chart, getting the list from the teens, and discussing or debating the items on the list. Remember: This is not school and your goal is not be get a complete list or to have the teens give the “right” answers. You just want to spark a discussion about what it takes to get an apartment and to plant some important ideas.

For example, when you cover the “get references” section, you might go around the room and ask each teen to name one person who they could use as a reference. This gets them thinking about who their potential resources are, and also lets them know that it’s important to have those people in your life.

At the end, you could ask them whether they think Scott likes to play his music loud or act rowdy (he does). So why does he say you shouldn’t do that in your first apartment? (Scott has learned that he has to curb some of his desires for his own long-term good.)

By the time you’re done, the teens themselves will have raised and discussed a lot of the main issues involved in getting an apartment. Tell the teens you’ll type up their list for future reference. You can then copy the list below and give it to them at the next meeting.

1. Plan Ahead

a. Find out what benefits you can get
b. Find out how old you have to be to get benefits
c. Get information about other options
d. Apply 6 mos. ahead of time for housing vouchers

2. Know Your Options

a. Where do you want to live?
b. What kind of apt. do you want?
c. Do you want a roommate
d. Are there relatives you could live with?
e. Make a list of your priorities

3. Save Money

a. Open a bank account
b. Start saving money
c. Save enough money to move into an apartment

4. Get References

a. Ask someone if you can use them as a reference
(List several people who you could use as references)
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5. Start Searching

a. Start looking 6-7 months before you leave
b. Look in newspapers
c. Ask your agency
d. Asked everyone you know

6. Dress for Success

a. Wear professional clothes
b. Use your best speaking voice
c. Be on time
d. Have positive attitude
e. Have ID and other info handy

7. Ask Questions

a. Does the rent include heat and hot water?
b. Is there anything wrong with the apartment that should be repaired?
c. Does the neighborhood feel safe?
d. Do you want to bring someone with you to look at the apt?

8. Read the Lease

a. Find an adult you trust to read it and explain it to you
b. Pay special attention to things that concern you, such as a ban on pets

9. Keep It Down

a. Don’t make too much noise

Other things that make you a good tenant:
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